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Revista signos

On-line version ISSN 0718-0934

Abstract

MARINKOVICH, Juana. Cognitive-rhetorical strategies and dialectic dimension of oral argumentation in a Spanish language and communication lesson. Rev. signos [online]. 2007, vol.40, n.63, pp.127-146. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342007000100007.

This study constitutes a preliminary research about oral argumentation in classrooms. It’s based on an 11th grade Spanish language and communication lesson in private subsidized schools in the city of Valparaiso, Chile. On the one hand, it tries to determine the dialectics of argumentative interaction observed both in the teacher’s turns and when students discuss about an issue, in this case, “Teenagers pregnancy”; and the cognitive-rhetorical strategies used by the students when they state their argument, on the other hand. The corpus of analysis is a video recorded and transcribed sequence of 45 minutes developed in the setting of the previously mentioned subject lesson. During the sequence, the teacher manages and negotiates time allowed each speaker, stating the initial thesis or reformulating it, as well as the closure. Although, students’ participation proves to be reduced, those who interact are able to support or refute the stated theses with arguments which are the result of their own experience. Once the students and the teacher are engaged in the argumentative interaction, the most applied cognitive-rhetorical strategy by the former is “causality”; this means that the arguments are mainly based on the perception of the real, that is to say, according to the topics they are interested in. In the case of the teacher, participation is marked by the “reformulation” as a way to guide the argumentative interaction towards agreement

Keywords : Oral argumentation; argumentative interaction; cognitive-rhetorical strategies; dialectic dimension.

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