Coordinated constructions in Catalan: Current classification and teaching proposals

Authors

Keywords:

coordinated sentence, Catalan, classification, description, teaching, linguistic reflection

Abstract

This article provides a comprehensive overview of coordinated constructions in Catalan. The description focuses on the stance taken by the Institute of Catalan Studies’ Grammar of the Catalan Language (GIEC 2016) regarding the classification of these constructions. The review of the considerations in the GIEC is complemented with theoretical explanations and accompanied by several working proposals designed for higher education  classrooms.

 

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Author Biography

Isabel Crespí, Universitat de les Illes Balears

Isabel Crespí is a linguist and assistant professor in the Department of Catalan Philology and General Linguistics at the University of the Balearic Islands (UIB). She is also a member of the Sociolinguistic Research Group of the Balearic Islands (GRESIB) and an external collaborator of the Center for Catalan Studies at Queen Mary University of London. Her research is primarily focused on theoretical syntax and the lexical-syntax interface, particularly within the neoconstructionist approach to syntax and the proposals developed within the nanosyntactic framework. She has analysed the event and argument structure of passive constructions in Catalan and other Romance languages and is currently engaged in a review of the behavior of the verbs 'ser' and 'estar' in Catalan. Furthermore, she actively contributes to research in language teaching and learning, both for native speakers (L1) and additional language learners. Her work extends to the creation of teaching materials with a specific focus on grammar. In this regard, she has collaborated in the development of textbook units for the teaching of Catalan, partnering with publishing houses such as Cruïlla and Edebé.

References

BOSQUE (2018): Ignacio Bosque, «Qué debemos cambiar en la enseñanza de la gramática.» ReGroc: revista de gramática orientada a las competencias, vol. 1, n. 1, pp. 11-36.

BOSQUE I GALLEGO (2016): «La aplicación de la gramática en el aula. Recursos didácticos clásicos y modernos para la enseñanza de la gramática.» RLA. Revista de Lingüística Teórica y Aplicada Concepción, 54 (2), 63-83.

CRESPÍ I LLOP (2021): Isabel Crespí i Ares Llop, «Les nocions de temps i aspecte en els llibres de secundària: anàlisi i propostes.» Bellaterra Journal of Teaching and Learning Language and Literature, vol. 14, n. 1, Feb-Mar 2021, e1026.

CRESPÍ I LLOP (2023): Isabel Crespí i Ares Llop, «L’aspecte lèxic a la carta. Una seqüència per al treball de la riquesa verbal en la producció de textos descriptius.» ReGroc: revista de gramática orientada a las competencias, vol. 6, n. 1, pp. 115-143.

DIK, (1978): Simon C. Dik, Functional grammar, Amsterdam: North-Holland Publishing Company, «North-Holland Linguistic Series», 37.

FABRA (1956): Pompeu Fabra, Gramàtica catalana. Barcelona: Teide.

GIEC (2016) = INSTITUT D’ESTUDIS CATALANS, Gramàtica de la llengua catalana, Barcelona: IEC.

GUTIÉRREZ ORDÓÑEZ (2000): Salvador Gutiérrez Ordóñez, Temas, remas, focos, tópicos y comentarios, Madrid: Arco Libros.

GUTIÉRREZ RODRÍGUEZ (2018): Edita Gutiérrez Rodríguez, «El laberinto de la terminología lingüística», ReGroc: revista de gramática orientada a las competencias, vol. 1, pp. 203-235.

HERNANZ I BRUCART (1987): Maria Lluïsa Hernanz i Josep Maria Brucart, «El orden básico de palabras en la oración y sus modificaciones», dins La sintaxis. 1. Principios teóricos. La oración simple, M.L. Hernanz i J.M. Brucart (eds.), Barcelona: Crítica.

NGLE (2009) = REAL ACADEMIA ESPAÑOLA, Nueva gramática de la lengua española, Madrid: Espasa.

ZUBIZARRETA (1999): María Luisa Zubizarreta, «Las funciones informativas: tema y foco», dins Gramática descriptiva de la lengua española, vol. 3, I. Bosque i V. Demonte (eds.), Madrid: Espasa.

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Published

2025-02-28

Issue

No. 35 (2025)

Section

Studies and Editions

License

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