Funksjonell grammatikk som metaspråk i skulen – ei moglegheit for djupnelæring i arbeid med språk og tekst
DOI:
https://doi.org/10.5617/adno.6240Keywords:
Funksjonell grammatikk, metaspråk, djupnelæringAbstract
Samandrag
Korleis kan funksjonell grammatikk skape grunnlag for djupnelæring i norsk-faget? I norskfaget er det ein lang tradisjon for å skilje tydeleg mellom språket som system og språket i bruk, og ein gjennomgang av nyare lærebøker retta mot lærarstudentar viser at ein framleis i stor grad held fast på dette skiljet. Dei tilrådde grammatiske termane til bruk i skuleverket bygger på ein strukturalistisk og dels generativ grammatikktradisjon der tekstar blir sett på som uinteressante som studieobjekt. I læreplanen i norsk er det derimot nettopp tekstar som er det sentrale, og det er såleis lite samsvar mellom teoretisk tilnærming til det grammatiske systemet og vektlegginga av grammatikken som metaspråk for arbeid med tekst i læreplanen. Funksjonell grammatikkundervisning er ikkje det same som funksjonell grammatikkteori, og i artikkelen blir det argumentert for å legge ei funksjonell tilnærming til språksystemet til grunn for arbeidet med grammatikk i skulen. I funksjonell grammatikk ser ein språksystemet og tekstlege realiseringar av systemet som to sider av same sak, og ein vil såleis ha eit betre grunnlag for å sjå ulike delar av faget i samanheng. Med ei djupare forståing for tydinga til språklege kategoriar vil ein også skape større potensial for overføring av kunnskap mellom ulike teksttypar og mellom ulike språk.
Nøkkelord: funksjonell grammatikk, metaspråk, djupnelæring
Functional grammar as metalanguage in school
– an opportunity for deep learning when working with language and text
Abstract
How can functional grammar create a foundation for deeper learning in Norwegian studies? In Norwegian schools, there is a long tradition for distinguishing clearly between the language system and language in use, and a review of newer textbooks for teacher students shows that this approach is still valid. The officially recommended grammatical terminology for use in schools is based on a structuralist and partly generative grammar tradition in which texts are seen as uninteresting as objects of study. In the curriculum, on the other hand, texts are the most central objects of study, which means that there is little harmony between the theoretical approach to the grammatical system and the emphasis on grammar as metalanguage for work with texts in the curriculum. Functional grammar teaching is not the same as functional grammar theory, and in the article it is argued for a functional approach to the language system as a basis for the teaching of grammar in schools. In functional grammar, the language system and textual realisations of the system are two sides of the same coin, and it therefore provides a good basis for seeing connections between different subject areas. With a deeper understanding of the meaning of language categories, one will also create greater potential for transferring knowledge between different text types and between different languages.
Keywords: functional grammar, metalanguage, deep learning
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