Over Het Meten Van Grammatikale Kennis Van Het Engels En Verband Tussen De Testprestaties Van Leerlingen En De Aard Van Grammatikale Regels En Subsystemen.

On the basis of a statistical analysis of the scores of 50 Dutch highschool students on a purpose-made test of English grammar, this article tries to establish a relationship between types of grammatical rules and grammatical subsystems on the one hand and achievement in English grammar on the other. It arrives at the conclusion that syntactic rules are significantly more difficult than both morphosyntactic and morphological rules and that open grammatical systems are significantly more difficult than mixed open/closed systems. In a concluding section recommendations are made as to how the findings of this investigation can be turned to good pedagogical account.