Resumo

ALVAREZ, Guadalupe. Analysis of classroom discourse from the communicative argumentative approach of argumentation. Forma funcion, Santaf, de Bogot, D.C. [online]. 2008, n.21, pp.13-34. ISSN 0120-338X.

Using a communicative-interactive approach to argumentation (Plantin, 1996, 1998a, 1998b), the objective of the present article is to determine the features of the discourse in situations of disagreement between the teacher and her students. To fulfill this goal, this article analyzes communicative interactions in language courses of the Basic General Education (egb). Disagreements and their developments are identified in order to determine whether these are adjustment or negotiation, or whether an argumentative situation is established. Based on the analysis, it is concluded that the educator strives to maintain her point of view in spite of students' disagreements. Nevertheless, it is argued that their self-image is not affected due to the teacher's use of various resources and linguistic strategies that range from adjustment to negotiation to the generation of what is called a "potential argumentative situation".

Palavras-chave : classroom discourse; disagreements.

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