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When we speak of traditional grammar, we must go back to the 19th century to Ferdinand de Saussure and his structuralist school. From this theory of signifier-meaning and grammatical structures, it is known that traditional grammar bases its objective on the knowledge and good use of the grammatical code and its linguistic forms.
In this definition there is a missing element: the communicative component. In traditional grammar it was considered that the fact of knowing the inventory of grammatical categories and rules was enough to develop communicative ability, although decontextualized.
The methodology of this type of grammar consisted of isolated sentence analysis in which the student had to be able to recognize to which grammatical category each element belonged and, if necessary, to do so in an orthographically appropriate way. However, this way of teaching the language only ensured that the learner developed a memoristic capacity but not a practical one, much less a communicatively accepted one.
The current focus of language teaching is no longer exclusively on teaching grammar and grammatical analysis as such. It is now focused on teaching linguistic and communicative skills.
Despite the fact that, in this case, the methodology of language and, on the other hand, the methodology of literature should be studied, it is important to bear in mind that the current perspective of the teaching of Language and Literature Didactics approaches them from an interdisciplinary perspective, that is to say, as a whole.
Obviously, in order for students to develop communicative competence, texts can be used to support them. In the same way, in order for them to develop literary competence, they must have a series of skills that will allow them to optimally and adequately produce a text of any genre. The first thing to consider is that, until the 20th century, language teaching was linked to the discipline of Applied Linguistics.
The objective of this traditional and current grammar is not to analyze the structure of the languages but to create a specialized jargon that makes it possible to speak with greater propriety about the facts of the languages and to facilitate their use and learning in practical situations.
On this basis, the author examines in this work the most important aspects of traditional and current grammar and its relation to linguistics. This approach includes, in particular, the value of language and the way in which writers produce their texts.
In general, the concepts and terminology of traditional grammar are inadequate for the problems currently posed in linguistic research where other more formal theoretical approaches such as generative grammar or functional grammar are used.
When we speak of traditional grammar, we must go back to the 19th century to Ferdinand de Saussure and his structuralist school. From this theory of signifier-meaning and grammatical structures, it is known that traditional grammar bases its objective on the knowledge and good use of the grammatical code and its linguistic forms.
In this definition there is a missing element: the communicative component. In traditional grammar it was considered that the fact of knowing the inventory of grammatical categories and rules was enough to develop communicative ability, although decontextualized.
However, the emergence of new sciences and studies has given an impulse to the autonomy of Language Didactics as an emerging discipline, specializing in language teaching. Some of the disciplines that are part of the set that form the said teaching are:
- Pragmatics: The science that studies the strategies that regulate the use of language in relation to a specific:
- established standards.
- Textual linguistics: It understands the text as a macrostructure superior to the isolated sentence.
- Sociology and sociolinguistics: It focuses on the study of the varieties and different ways of speaking according to geographical adscription within a society. Today this discipline is of high importance from the point of view of the heterogeneity encountered in the classroom.
- Discourse analysis: Current that emphasizes linguistic performance in order to establish situational corrections.
The most substantial difference between the contents of the current traditional grammar is the purpose of the student being able to carry out an exercise of grammatical reflection, accessing his mental grammar and his knowledge of the communicative rules. Taking this into account, grammar teaching should be approached from a proposal of activities based on a real use of the language.
TECH Technological University offers this Master’s Degreee in Training of the Teacher of Spanish Language and Literature in Secondary Education designed so that those teaching professionals who wish to specialize in this field can access quality training, which guarantees them job success, completely online. It should be noted that we have other postgraduate courses available for secondary school teachers who wish to progress in their teaching work, such as the Master’s Degree in Teacher Training in Economics and Business in Secondary Education or the Master’s Degree in Teacher Training in Biology and Geology in Secondary Education.
