Publisher's Synopsis
On the basis of existing empirical studies, the study demonstrates that it is questionable to equate grammar knowledge with explicit knowledge of school grammar. For the retrieval of genuine linguistic knowledge, this knowledge has to be subtended by specific syntactic information. The author develops and utilizes an empirical method designed to capture the presence of such information. The results indicate that though syntactic information is very widely accessible this does not make it reliably available. The handling of it has to be learned. This might well be the central task of grammar classes relating to the mother tongue.
