The disaffection of our students with grammar is well known to most. At the same time, teachers are aware of the usefulness that the study of the underlying logic could have for the student. The benefits would extend well beyond the study period. This distance, between what students prefer and what they actually need, requires the search for tools to reverse the course. This paper proposes some concerning the teaching of syntax and interfaces with morphology and semantics. A common trait to each of the suggested tools is a method designed to arouse the learner's curiosity and stimulate his desire to seek personal solutions to practical problems that the language raises. The proposed exercises focus on the theory of valence to show the didactic advantages of a non-verbocentric approach.
|Titolo della pubblicazione ospite||LIII Congresso SLI - Insegnare linguistica: basi epistemologiche, metodi, applicazioni|
|Numero di pagine||16|
|Stato di pubblicazione||Published - 2020|