Linguistic theory and grammatical models in language teaching: multiple perspectives on a pedagogical grammar

Abstract

This work aims to offer a brief synthesis of the main linguistic theories that emerged in the 19th and 20th centuries, trying to see how their theoretical-methodological postulates had an impact on language teaching in two fundamental aspects: the connection between linguistic research and teaching work and the consequent adaptation of the theoretical-scientific grammar in a pedagogical grammar. Therefore, based on the reviews of Pastor Cesteros (2000), Gaiser (2011), González Nieto (2011) and Bernardi (2010) we will initially review the three best-known linguistic paradigms that served as the basis for the evolution of studies on the linguistic system and its grammatical model: the traditional, the formal and the functional or communicative. Likewise, we will point out the main contributions of each linguistic model in the formulation of teaching models and methods. The evolution of these models, from the audio-oral or audio-lingual method to the notional-functional one, points out the need for joint work between linguists and teachers and the adoption of an interdisciplinary approach in the management of the diversified framework of scientific theories. in which a didactic methodology is imposed, capable of offering subsidies for the incorporation and adaptation of scientific contents to the language class.