The absence of grammatical learning in the teaching of Spanish in Mexico and its effects

Abstract

This work analyzes the causes why students who enter the university environment fail in their ability to read and write fluently and correctly. The analysis serves as a basis for a proposal of the recovery of disciplinary grammar content teaching at school; that is to say, it underlines the need to make a didactic grammar of Spanish that encourages the development of linguistic awareness in students, which would best trigger their using the language with greater control, efficiency and correction.

Keywords

• gramática, conciencia lingüística, enseñanza de lengua materna, lingüística, escritura