Las relaciones entre léxico y sintaxis: planteamiento e implicaciones didácticas

Abstract

El presente artículo tiene un doble propósito. Por un lado, recoge los principales modelos sobre la interfaz léxico-sintaxis que se han propuesto durante las tres últimas décadas dentro de la lingüística formal. Para ello, repasa tanto los principales trabajos de corte proyeccionista (en especial los trabajos de Levin y Rappaport-Hovav, Jackendoff y Hale y Keyser) como aquellos que se enmarcan dentro de los modelos neo-construccionistas Borer (1995, 2005). Por otro lado, este artículo pretende ofrecer algunas reflexiones sobre la enseñanza de las relaciones entre el léxico y la sintaxis tanto en la Educación Primaria como en la Educación Secundaria.

The aim of this paper is twofold. On the one hand, it collects the main models on the LexicoSyntax interface proposed during the last three decades in Formal Linguistics. For doing so, the paper revises both the main projectionist works (Levin and Rapaport-Hovav’s, Jackendoff’s and Hale and Keyser’s proposals) and the neoconstrucionist works depicted in Borer (1995, 2995), among others. On the other hand, the article offers some reflections about the teaching of relations between Lexicon and Syntax in Primary and Secondary school in the Spanish Educational System.The aim of this paper is twofold. On the one hand, it collects the main models on the LexicoSyntax interface proposed during the last three decades in Formal Linguistics. For doing so, the paper revises both the main projectionist works (Levin and Rapaport-Hovav’s, Jackendoff’s and Hale and Keyser’s proposals) and the neoconstrucionist works depicted in Borer (1995, 2995), among others. On the other hand, the article offers some reflections about the teaching of relations between Lexicon and Syntax in Primary and Secondary school in the Spanish Educational System.