Some notes on Linguistic Theory, their grammatical postulates and its impact on teaching

Abstract

To speak about grammar, it is necessary to give precise definitions of terms due to the polysemy and ambiguity that occurs when the same word is used in different contexts with different meanings, fields of use and theoretical frameworks.The definition of grammar as an organized corpus of knowledge of the language system is a semantic field in consensus within the linguistic field. At the same time, each theory builds its concepts in accordance with epistemic assumptions which also help to build the theoretical, methodological and analytic corpus. In this productive, varied and dynamic context, the main goal that guides the production of this work is to investigate problems such as: what grammar is, what senses “hides” this generic term, which scope it has within theoretical statements for each linguistic paradigm and which impacts have had the different scientific theories about the language system in the pedagogic discourse Taking the afore mentioned into account, we will analyze discursively some fragments of grammatical postulates that correspond to different linguistic theories such as traditional-normative grammar, structural grammar, generative-transformational grammar, functional grammar and cognitive grammar. We will consider as points of analysis the following theoretical assumptions: goals of linguistic theory, object of study, language definition, points of view, methods developed and methalanguage used. On the other hand, we will also investigate about models introduced alternatively in the scholar discourse, and as a consequence in classrooms, with the objective of looking for impacts in the language and grammar teaching and the validity of each of them.