A proposal for the teaching of grammar in primary and lower secondary education: the parts of speech

This study examines the beliefs and practices of teachers in teaching grammar, with the aim of proposing an effective model for teaching morphology. Interviews and observations highlight a lack of established teaching frameworks, leading to the predominant use of textbook-driven grammar curricula. Students' understanding of language remains factual and abstract, hindering comprehension when faced with challenging linguistic material. Grammar plays a marginal role in language teaching, often isolated from other skills. The traditional method led to persistent confusion among learners, emphasising the need for alternative teaching approaches. We conducted a semi-experiment with the first class of a lower secondary school focusing on morphology and the distribution of words in sentences. We focuses students' attention on the distribution of elements within the sentence. Starting from the observation of the placement of linguistic elements (words), students discover the function (functional criterion of morphology) and subsequently classify based on analogies. The experiment resulted in improved syntactic category recognition among lower secondary school students.