Word Classes and Predication. Reflections on Teaching
保存先:
| 著者: | |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2020 |
| その他の書誌記述: | There are two topics which are found throughout education, as can be seen in language syllabi and textbooks: word classes and predication. Both concepts are usually related to lexical meaning, which creates great confusion not only owing to the arbitrariness and heterogeneity of the definitions taught in class, but also to the difficulty in reaching suitable generalizations. A formal approach to syntax that takes into account a proper use of metalanguage is necessary to promote grammar discussion among our students. This particular approach to language lets us understand language lessons as a scientific laboratory, instead of a moment of repetition of concepts and normative rules. The goal of the present paper is to develop some theoretical concerns that language teachers should revisit so as to promote critical thinking and to develop linguistic skills in different levels of education. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/41117 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/filyling/article/view/41117 |
| キーワード: | grammar teaching argumental structure word classes linguistic diversity metalanguage enseñanza de la gramática estructura argumental clases de palabras diversidad lingüística metalenguaje |