(1) Many people think that concordancing should be useful for revealing grammatical patterns and yet concordance-based grammar tutoring presents some challenges that vocabulary does not.
(2) Even if we know the structures a learner is ready to acquire at a particular moment, such learning is notoriously impervious to declarative information.
(3) While concordances for lexical and even collocational information are quite easy for learners to interpret and for instructors to set up, grammatical concordances may be less so.
I find the following desiderata useful:
(1) its syllabus should be feedback rather than tutorially driven.
(2) the instructional presentation should be non-declarative as possible.
(3) a teacher should set up the concordance outputs for the learners, at least initially, and should offer a period of training in their interpretation.
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