Very nice point, Scott.
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott
Woods
Sent: Wednesday, November 07, 2007 12:15 PM
To: [log in to unmask]
Subject: Instruction versus learning
Listmates,
Are there any studies of the effects of grammar learning
rather than instruction? That is, do any studies look at what students
have learned of the grammar of a language and how well they have learned it,
especially in relation to changes in their writing and reading skills, rather
than at grammar instruction, what the teacher did and asked them to do?
It seems to me that we should be concerned with the effects of instruction,
measurable by what students learn, and with the effects of learning, measurable
by what students can do with what they have learned. If we jump from instruction
to measuring the effects of learning, without measuring the learning, we
would seem to be making an invalid logical inference by assuming that learning
took place. Are their existing standardized tests to measure grammar
knowledge, including both accuracy and rate?
Scott Woods
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