Patrones estructurales de la gramática del español: aplicaciones en la enseñanza de L1 y L2

Abstract

In this article we propose an analysis of the place of grammar in the classroom of Spanish as L1 and L2, with the aim of linking theoretical research with didactic application. We start from the hypothesis that constructions, even the most canonical, have a pragmatically restricted use, and that the structural diversity of these units challenges the consistency between grammatical theory and pedagogical practice. Indeed, the insubordinates, syntactic configurations which seem to violate principles of syntactic structuring (although present in materials used for the teaching of Spanish grammar for native speakers and allophones currently in circulation in the Argentinean university environment), allow us to illustrate the convenience of a networked treatment of constructions, according to combinatory patterns which articulate grammatical restrictions and pragmatic-discursive conditioning factors. With this, we can extend, in line with other constructionist proposals, the grammatical systematisation in language teaching.