| Imprint: |
Peter Lang Publishing Group, 2020 |
| Description: |
22 pàg. |
| Abstract: |
Investigations on grammatical representations (Fisher 1996 and 2004; Myhill 2000; Camps et al. 2001; Notario 2001) show that the lack of reflection with which many students learn grammar leads to a mixture of intuitive knowledge and school knowledge that does not help to systematize learning about the language. Although the new curricular framework prescribes an approach to grammar that considers reflection as a cornerstone, the reality is that grammar is still taught through a transmissive methodology often linked to syntax and the notions of "category", "dependence", "hierarchy", and "recursiveness" (Charolles and Combettes 2001). This has often been translated into a syntactic analysis based on labelling , as Ignacio Bosque regrets in the fragment above. |
| Rights: |
Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.  |
| Language: |
Anglès |
| Series: |
GRAMM-R |
| Document: |
Capítol de llibre ; recerca ; Versió publicada |
| Subject: |
Educació secundària ;
Representació gramàtica ;
Ensenyament de la gramàtica ;
Secondary education ;
Grammatical representation ;
Grammar teaching |
| Published in: |
Research and Teaching at the Intersection : Navigating the Territory of Grammar and Writing in the Context of Metalinguistic Activity, Vol. 50 (2020) , p. 287-308, ISSN 2030-2363, ISBN 9782807614468 |
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