La gramática, componente fundamental de la lengua, tiene una historia larga y variada. Se sistematizó por primera vez en la India de la Edad de Hierro, tomando su nombre de la expresión griega "arte de las letras". Su evolución continuó en latín durante el siglo I a.C., utilizando como guía los modelos griegos. La evolución de la gramática viene determinada por su uso, que a menudo conduce al establecimiento de reglas formales cuando se documenta por escrito. Sin embargo, esto puede crear discrepancias entre el uso moderno y las normas reconocidas. La lingüística teórica pretende perfilar científicamente las reglas gramaticales, ofreciendo varios métodos y marcos. La gramática no sólo sirve para describir los patrones lingüísticos de los grupos, sino que también es un elemento crucial en el aprendizaje y la enseñanza de lenguas. Los hablantes nativos la adquieren instintivamente, mientras que los no nativos la aprenden de forma más explícita. La enseñanza de la gramática en las escuelas suele favorecer las normas prescriptivas. En la enseñanza se fomentan las normas lingüísticas, a menudo específicas de cada región, y muchas lenguas tienen más de una norma oficial. Diversas teorías lingüísticas y obras significativas ayudan a comprender y estudiar la gramática, profundizando en los términos tradicionales y en los efectos sociales de la gramática.
En lingüísticaEl gramática de un lenguaje natural is its set of structural rules on speakers' or writers' usage and creation of clauses, phrasesy words. The term can also refer to the study of such rules, a subject that includes phonology, morphologyy syntax, together with phonetics, semánticay pragmatics. There are, broadly speaking, two different ways to study grammar: traditional grammar y theoretical grammar.
Fluent speakers of a language variety o lect have internalised these rules. the vast majority of which – at least in the case of one's native language(s) – are acquired not by intentional study or instruction but by hearing other speakers. Much of this internalisation occurs during early childhood; learning a language later in life usually involves more direct instruction.
The term "grammar" can also describe the linguistic behaviour of groups of speakers and writers rather than individuals. Differences in scale are important to this meaning: for example, the term "English grammar" could refer to the whole of English grammar (that is, to the grammar of all the language's speakers) in which case it covers lots of variation. At a smaller scale, it may refer only to what is shared among the grammars of all or most English speakers (such as subject–verb–object word order in simple sentences). At the smallest scale, this sense of "grammar" can describe the conventions of just one form of English that is better defined than others (such as standard English for a region).
A description, study, or analysis of such rules may also be known as a grammar, or as a grammar book. A reference book describing the grammar of a language is called a "reference grammar" or simply "a grammar" (see History of English grammars). A fully revealed grammar, which describes the grammatical constructions of a particular speech type in great detail is called descriptive grammar. This kind of linguistic description contrasts with linguistic prescription, a plan to actively ban, or lessen the use of, some constructions while popularising and starting others, either absolutely or about a standard variety. For example, some pedants insist that sentences in English should not end with prepositions, a ban that has been traced to John Dryden (1631–1700). His unjustified rejection of the practice may have led other English speakers to avoid it and discourage its use. Yet ending sentences with a preposition has a long history in Germanic languages like English, where it is so widespread as to be the norm.[cita requerida]
Outside linguistics, the word gramática often has a different meaning. It may be used more widely to include rules of spelling and punctuation, which linguists would not typically consider as part of grammar but rather of orthographyEl conventions used for writing a language. It may also be used more narrowly to refer to a set of prescriptive norms only, excluding the aspects of a language's grammar which do not change or are clearly acceptable (or not) without the need for discussions. Jeremy Butterfield claimed that, for non-linguists, "Grammar is often a generic way of referring to any aspect of English that people object to".
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