A complex approach to form and function in linguistic usage and theory and practice in grammar teching of Spanish as a foreign language (SFL)

Abstract

Grammar teaching continues to be a debate issue, since contents as much as methodologies used in classrooms haven´t varied too much: emphasis is put on the decomposition of units and on procedures for category identification (Bosque y Gallego, 2016).This article presens the characteristics of a graduate course (specialization level) that takes the discourse level as teaching unit. The purpose is to discuss the language from a complex perspective with contents and procedures (relating theory and practice) that allows Spanish as a Foreign Language (SFL) teachers to:-        integrate morphological, syntactic, semantic and discursive levels in the explanatory analysis of language functioning;-        Link the use of past tense morphology with narrative categories and referencial procedures used by the narrator in a discourse enunciative situation (Granda, 2014).