The Human Brain and the Teaching of Grammar
保存先:
| 著者: | |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2022 |
| その他の書誌記述: | This article discusses the mediation strategies that have been used for the teaching of grammar both at the secondary and higher education levels. Neurolinguistics has taken advantage of the progress of medical advances in neurology to better understand how the human brain works in everything related to the communicative capacity of speakers, not only in terms of their production and listening capacities, but mainly their abilities. construction and interpretation of messages; area that is more related to logic and the parts of the brain that are linked to it. In such a way that when pretending to mediate in the learning process of grammar if students are induced to fragment a text or a sentence into parts, they are being asked to use their left hemisphere, but when they are asked to identify the components syntactic through questions of the type Who? What? and whom? for sentence components, you are misled because this type of question implies the concept of animity, which the right brain recognizes well, so that it fails to give non-animated answers to questions that demand an animated response. Hence, there is a constant idea to respond with animated subjects and animated indirect objects, while there is a tendency to consider direct objects as inanimate, which limits the analysis and understanding of texts. |
| 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/51406 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/pensamiento-actual/article/view/51406 |
| キーワード: | Linguistics Grammar Didactics Grammar Teaching Biolinguistics Grammar Learning Brain and Grammar Lingüística didáctica de la gramática enseñanza de la gramática Biolingüística aprendizaje de la gramática cerebro y gramática |