How do you write a pedagogic grammar? Or, more realistically, how do you judge the worth of one that has already been written?
This is a task I regularly set my MA TESOL students, i.e. to put a teacher’s or learner’s grammar of their choice to the test, and to come up with a set of criteria for evaluating pedagogic grammars in general.
The criteria that result almost always involve issues of accessibility. How easy is it to find what you want? How clearly is it organized and signposted? How clear are the explanations? and so on.
Accessibility is a real issue. Unsurprisingly, perhaps, the students who have little or no ELT background find performing even simple research tasks incredibly difficult. Asked to rule on the grammaticality of I’m lovin’ it, for example, one student failed to locate the distinction between stative and dynamic verbs in Parrott (2000), even…