Before 2005, the Center English subtests measured applicants' knowledge in written form only. Sasaki's (2016) detailed analysis of the 2006 Center Exam revealed that "18% of the 50 main English test items appear to measure speaking-related ability (but indirectly through written texts), while 32% measure grammatical knowledge, and the rest (50%) measure reading-related ability" (p. 102).
Classifiers are given the grammatical category of Measure (M) in Determiner-Measure Compound (D-M Compound), a grammatical category specific to Chinese introduced in Y. R. Chao's (1968) Chinese grammar.
Y. R. Chao's (1955) 'Notes on Chinese Grammar and Logic' illustrated how logical relations are encoded in Chinese Grammar and his Chinese grammar (Chao 1968) introduced the grammatical category of Measure (M) in Determiner-Measure (D-M) Compounds.
Furthermore a method for measuring grammatical complexity was offered.
Complexity measure: Grammatical complexity: The average T-unit length by counting the number of T-units and dividing them by the total number of words produced.
Originally there were 55 items, but 11 items that measured grammatical knowledge were excluded after having been assessed by the author and another researcher (Cronbach's α = 1.00), leaving 44 items.
For example, Bachman and Palmer (1982) analyzed three types of tests designed to measure grammatical, pragmatic, and sociolinguistic abilities and found that L2 ability was best explained by a higher-order model, with a general ability presiding over some specific first-order abilities.
One commentator notes, "a good test of grammar may be valid for measuring the grammatical ability of the examinees but not for measuring other kinds of abilities" (Farhady, 1986).
The Norwegian version of the 'Grammatic Closure' subtest from the Illinois Test of Psycholinguistic Abilities (ITPA; Kirk, McCarthy & Kirk, 1968) was used to measure expressive grammatical knowledge.
All stimulus sets contain biases in similarity measures such that grammatical test stimuli resemble training stimuli acoustically more than do non-grammatical test stimuli.
