Abstract:

Traditionally, the study of syntax has been linked to a traditional (teaching and evaluation) methodology. This approach, surely, is one of the reasons why the teaching of syntax in the institutes is so complex. In short, this part of the language is usually quite boring for students, quite misunderstood (do not find it useful) and it's hard to learn and do it with knowledge.

However, in recent years, the methodology in the classrooms, at least from a theoretical point of view, is changing. Proof of this is the new application of an evaluation method in Catalonia, a region of Spain. In this educational system, from the 2018-2019 academic year, teachers are required to perform an assessment by competences.

This great change in the system, obviously, implies a change in the way of understanding teaching and learning. However, many teachers have not been prepared for this change. In addition, from the educational institutions themselves, proposals arise that, probably, are not entirely correct.

Therefore, taking advantage of this occasion, in addition to presenting an analysis of the advantages, disadvantages and changes that exist in this new evaluation proposal, a line of action is proposed that tries to be more useful and realistic to be applied, as a way of example, in the teaching of syntax in the subject of language in secondary school.

References:
[1] Anderson, L. W. y Krathwohl, D. R. (2001). A Taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objetives. London: Longman.
[2] Bosque, I. y Gallego, A. J. (2016). La aplicación de la gramática en el aula. Recursos didácticos clásicos y modernos para la enseñanza de la gramática. Revista de Lingüística Teórica y Aplicada, 54 (2), pp. 63-83.
[3] Departament d’ensenyament de la Generalitat de Catalunya (2017). El currículum de l’Educació Secundària Obligatòria. Curs 2017-2018. Àmbit Lingüístic. Retrieved from: http://xtec.gencat.cat/web/.content/curriculum/eso/curriculum2015/documents/ANNEX-3-Ambit-lingueistic.pdf
[4] Departament d’ensenyament de la Generalitat de Catalunya (2018). El currículum competencial a l’aula: Una eina per a la reflexió pedagógica i la programació a l’ESO. Retrieved from: http://xtec.gencat.cat/web/.content/curriculum/eso/orientacions/20180302ProgramacionsESO.pdf
[5] Sanmartí, N. (2010). Avaluar per aprendre: l’avaluació per millorar els aprenentatges de l’alumnat en el marc del currículum per competències. Retrieved from: http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/0024/fc53024f-626e-423b-877a-932148c56075/avaluar_per_aprendre.pdf
[6] Tobón, S. (2005). Formación basada en competencias. Pensamiento complejo, diseño curricular y didáctica. Bogotá: Ecoe Ediciones.

Keywords:

Syntax, competences, evaluation, linguistics.