The persistence of inadequate explanations: Chapter 12. Bad grammar

Lunn, Patricia V.

doi:10.1075/ihll.32.12lun

Part of

Aspects of Latin American Spanish Dialectology: In honor of Terrell A. Morgan
Edited by Manuel Díaz-Campos and Sandro Sessarego
[Issues in Hispanic and Lusophone Linguistics 32] 2021
► pp. 275–288

Chapter 12
Bad grammar

The persistence of inadequate explanations

Patricia V. Lunn | Michigan State University

Although linguists have made great strides in revealing the internal logic of the Spanish language, as evidenced by the chapters in this volume, the debate about whether, or how, grammar is to be taught in Spanish classes has largely ignored the content of grammar explanations themselves. I explore three varieties of bad grammar: (1) failure to account for normal usage, exemplified by conventional explanations of ser/estar, (2) rules that could not possibly be acquired by native speakers, exemplified by the “emotion” category of subjunctive usage, and (3) failure to link usage with meaning, exemplified by preterite/imperfect rules. In addition, I call for linguists to contribute their expertise to the formulation of pedagogical grammar and the linguistic training of future teachers.

Keywords: copula, mood, tense, pedagogical grammar

Article outline

1.Introduction
2.Failure to account for usage: Conventional explanations of ser
3.Failure to account for acquisition: The “emotion” category of subjunctive usage
4.The problem with acronyms
5.Failure to link usage to meaning: Conventional approaches to preterit and imperfect
6.How did we get here?
7.What can we do?
8.Conclusion
Note
References