Series |
Library of Rassegna iberistica
Edited book | Geometric Explosion
Chapter | Reflexión gramatical, uso lingüístico y enseñanza de la gramática en entornos colaborativos
Reflexión gramatical, uso lingüístico y enseñanza de la gramática en entornos colaborativos
- Maria Lozano Zahonero - Università di Roma «Tor Vergata» - email
Abstract
One of the most controversial debates in the history of first and second language learning is the role of grammar and grammar teaching. The discussion has not ended yet. The present study focuses on the grammar of Spanish as a second language. Several old and new aspects about classical questions are analysed: ‘What is grammar?’ ‘What is teaching grammar?’ ‘Should we teach grammar at all? ’ ‘What kind of grammar should be taught? ’ ‘Why, how and when are we supposed to teach it? ’ ‘Is there a relationship between the teaching of grammar and the use of the language?’ ‘Which is the role of grammatical reflection in teaching grammar and in teaching second languages?’ Our belief is that, in the field of second language learning, grammar is crucial not only as an instrumental tool but also as a conceptual knowledge. A pedagogical grammar can contribute to interlanguage development and can enhance autonomous learning and critical thinking. The last chapter focuses on how to apply a wiki platform to create collaborative environments which enable a grammar learning and teaching model based on translation, metalinguistic awareness and grammatical reflection experiences.
Language: it
Keywords Interlanguage • Spanish as foreign language • E-learning
Copyright © 2016 Maria Lozano Zahonero. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.14277/6969-068-6/RiB-1-17
Traducción
- Dos traducciones españolas de le Avventure di Pinocchio: Calleja, 1925 y 1941
- María Begoña Arburu Barturen
Cultura
- La Spagna e il Portogallo in un diario del XVI secolo
- Donatella Ferro
-
De Argentina a Corea y vuelta.
Versiones cinematográficas del Sur - Enric Bou
Literatura
-
Come non si fa un romanzo
Note su metalessi, antiromanzo e metaromanzo, da Henry James all’ultimo Unamuno - Alessandro Scarsella
- Las escrituras de Jimena Néspolo
- Susanna Regazzoni
- El engaño a los ojos y la teatralidad cervantina
- María del Valle Ojeda Calvo
- Las dos noches de Anastasio
- Aníbal Enrique Cetrangolo
Didáctica
-
ELE y dislexia a nivel universitario
Algunas consideraciones desde un punto de vista ético - Carlos Alberto Melero Rodríguez
- Cómo construimos las relaciones en la interacción: preposiciones, conjunciones, marcadores.
- Francisco Matte Bon
- Sobres los valores modales del futuro y del condicional y su didáctica en ELE
- María Martínez-Atienza
- Reflexión gramatical, uso lingüístico y enseñanza de la gramática en entornos colaborativos
- Maria Lozano Zahonero
- Escritura creativa en el aula de ELE
- Francisco de Borja Gómez
Discurso
- Uso contrastivo de operadores de afirmación en español argentino y peninsular
- Inmaculada Solís García, Magdalena León Gómez
- En la interfaz entre sintaxis, semántica y estructura informativa: tópicos y focos contrastivos con ‘viceversa’
- Eugenia Sainz Gonzalez
- Corte prosódico al principio del enunciado: la ‘salida nula’
- Carlota Nicolás
- Partículas discursivas y cognición: ‘sin embargo’ y la conexión contrargumentativa
- Óscar Loureda Lamas, Laura Nadal, Inés Recio
- Appunti metodologici sull’uso della traduzione nello studio dei marcatori del discorso spagnoli ed italiani
- Elena Landone
- La alternancia ‘anche’ / ‘también’ en el español hablado por inmigrantes hispanoamericanos en Italia
- Maria Vittoria Calvi
Léxico y semántica
- Algunas observaciones sobre la disponibilidad léxica en estudiantes italófonos de español
- Florencio del Barrio de la Rosa
- La reduplicación léxica como mecanismo de estrechamiento de conceptos
- Ignacio Arroyo Hernández
Sintaxis
-
Usos ‘desviados’ de la pareja aspectual eslava
Re-análisis desde una perspectiva enunciativa con especial atención al checo - Ariel Laurencio
- Sobre la agramaticalidad de *Es probable + infinitivo
- Gonzalo Jiménez Pascual
- ‘Estar joven’ a los dos lados del atlántico
- María Victoria Escasndell, Manuel Leonetti
- La concordancia en las primeras gramáticas del español para italianos
- Carmen Castillo Peña
- ‘Unos’ SN: una propuesta de análisis alternativa
- Laura Brugè
- Los verbos de opinión con infinitivo en la lengua oral
- Felisa Bermejo Calleja
Introducción
- Introducción
- Eugenia Sainz Gonzalez, Inmaculada Solís García, Florencio del Barrio de la Rosa, Ignacio Arroyo Hernández
| DC Field | Value |
|---|---|
|
dc.identifier |
ECF_chapter_215 |
|
dc.contributor.author |
Lozano Zahonero Maria |
|
dc.title |
Reflexión gramatical, uso lingüístico y enseñanza de la gramática en entornos colaborativos |
|
dc.type |
Chapter |
|
dc.language.iso |
it |
|
dc.description.abstract |
One of the most controversial debates in the history of first and second language learning is the role of grammar and grammar teaching. The discussion has not ended yet. The present study focuses on the grammar of Spanish as a second language. Several old and new aspects about classical questions are analysed: ‘What is grammar?’ ‘What is teaching grammar?’ ‘Should we teach grammar at all? ’ ‘What kind of grammar should be taught? ’ ‘Why, how and when are we supposed to teach it? ’ ‘Is there a relationship between the teaching of grammar and the use of the language?’ ‘Which is the role of grammatical reflection in teaching grammar and in teaching second languages?’ Our belief is that, in the field of second language learning, grammar is crucial not only as an instrumental tool but also as a conceptual knowledge. A pedagogical grammar can contribute to interlanguage development and can enhance autonomous learning and critical thinking. The last chapter focuses on how to apply a wiki platform to create collaborative environments which enable a grammar learning and teaching model based on translation, metalinguistic awareness and grammatical reflection experiences. |
|
dc.relation.ispartof |
Library of Rassegna iberistica |
|
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing |
|
dc.issued |
2016-04-01 |
|
dc.identifier.uri |
http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-080-8/reflexion-gramatical-uso-linguistico-y-ensenanza-d/ |
|
dc.identifier.doi |
10.14277/6969-068-6/RiB-1-17 |
|
dc.identifier.issn |
2610-8844 |
|
dc.identifier.eissn |
2610-9360 |
|
dc.identifier.isbn |
978-88-6969-080-8 |
|
dc.identifier.eisbn |
978-88-6969-068-6 |
|
dc.rights |
Creative Commons Attribution 4.0 International Public License |
|
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
|
item.fulltext |
with fulltext |
|
item.grantfulltext |
open |
|
dc.peer-review |
no |
|
dc.subject |
E-learning |
|
dc.subject |
E-learning |
|
dc.subject |
Interlanguage |
|
dc.subject |
Interlanguage |
|
dc.subject |
Spanish as foreign language |
|
dc.subject |
Spanish as foreign language |
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