Más de gramática, más que gramáticade lingüística cognitiva y enseñanza de ELE

  1. Alhmoud, Zeina 1
  2. Castañeda Castro, Alejandro
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Doblele: revista de lengua y literatura

ISSN: 2462-3733

Any de publicació: 2015

Títol de l'exemplar: Número inaugural

Número: 1

Pàgines: 102-135

Tipus: Article

DOI: 10.5565/REV/DOBLELE.5 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Doblele: revista de lengua y literatura

Resum

The preponderance in linguistics, especially during the latter part of the 20th century, of the models based on the Chomskyan orientation has led to a non-convenient dissociation between the priorities of the description and formalist linguistic explanation, and the characteristic needs of the foreign languages teaching field, especially the ones related to the communicativeoriented didactic models and the ones derived from them. This article presents some reflections from which different conclusions are deduced; these are related with the orientation that teaching grammar contents can adopt in the Spanish classroom if we follow the characteristic point of view of the cognitive linguistics in general, and the cognitive grammar in particular.

Fuente de los datos: Dialnet