Abstract

MUZZOPAPPA, JULIA INÉS. Grammar teaching from the perspective of the generative approach. Cuad. linguist. hisp. [online]. 2013, n.22, pp.111-126. ISSN 0121-053X.

In this article we present a study carried out between 2009 and 2011 in Moreno, a province of Buenos Aires, Argentina. One of the objectives was to obtain information about the lexical knowledge of secondary and higher education students in order to analyze it from a generative perspective. Some results of the research affirm that lexical knowledge is weak when it concerns clitic pronouns, but it is manifested with precision when branching is used. Knowledge about the meaning of the elements that integrate lexical forms tends to enable phonological and semantic associations, as well as morphological-syntactic associations, to a lesser degree. The level of hypothesizing about the meaning of unknown lexical forms, in many cases operates by phonological association with known forms, and to a lesser degree, with the speakers knowledge of the meaning of lexical elements

Keywords : generative grammar; lexicon; secondary school students; higher education students.

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