This contribution proposes a reflection on the nature of grammatical rules. First of all, a distinction is made between rules that govern the abstract system of language and rules that delimit the perimeter of correctness at a given historical moment. Subsequently, the differences between grammatical and textual rules are analyzed, highlighting that the latter operate on the level of effectiveness rather than correctness and present themselves as “fluid” rules, principles of good functioning of the text in its fundamental components. On the bases of these deliberations, it emphasizes the importance of a didactics based on the dimension of textuality. Finally, the paper offers some suggestions on how to make the best use of textual rules in teaching writing and, in particular, in the collective rewriting of ambiguous or ineffective texts.
Il contributo propone una riflessione sulla natura delle regole grammaticali. In primo luogo distingue tra regole del sistema linguistico astratto e regole che delimitano il perimetro della norma in un determinato momento storico. Quindi analizza le differenze tra regole grammaticali e regole testuali, evidenziando che queste ultime incidono sull’efficacia piuttosto che sulla correttezza e si presentano come “fluide”, come principi di buon funzionamento del testo nelle sue componenti fondamentali. Su queste basi sottolinea l’importanza di una didattica ancorata alla dimensione testuale. Infine offre alcuni spunti utili a impiegare al meglio le regole testuali nell’insegnamento della scrittura e, in particolare, nella riscrittura collettiva di testi ambigui o inefficaci.
Le regole della grammatica e le regole del testo. Riflessioni in chiave didattica
Palermo M
2021-01-01
Abstract
This contribution proposes a reflection on the nature of grammatical rules. First of all, a distinction is made between rules that govern the abstract system of language and rules that delimit the perimeter of correctness at a given historical moment. Subsequently, the differences between grammatical and textual rules are analyzed, highlighting that the latter operate on the level of effectiveness rather than correctness and present themselves as “fluid” rules, principles of good functioning of the text in its fundamental components. On the bases of these deliberations, it emphasizes the importance of a didactics based on the dimension of textuality. Finally, the paper offers some suggestions on how to make the best use of textual rules in teaching writing and, in particular, in the collective rewriting of ambiguous or ineffective texts.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.