Az iskolai mondatelemzés: hogyan tovább?

Abstract

Following up on a previous paper discussing challenges in L1 syntax teaching in Hungary, the paper considers alternative scenarios that may shape the future of this area. Possible scenarios that might change the status quo include i. the scaling down of explicit syntactic analysis in the L1 classroom, ii. replacing the traditional (dependency grammatical) approach by generative grammar, and iii. adjusting and deepening the existing analysis along the lines of a multi-dimensional, cognitive linguistic account. The paper makes the case for the third option, which would allow for the treatment of word order and the contribution of expressions (such as modal adverbs) that the traditional analysis disregards, all while preserving core tenets of the latter approach. The paper also demonstrates that the notion of predicates, the analysis of idiomatic constructions and the concept of syntagms raise issues that need to be addressed.