Resumen

REYNOSO, Marcela et al. Argumentation and Didaxis. Cienc. docencia tecnol. [online]. 2009, n.39, pp.13-47. ISSN 1851-1716.

This paper presents a case study that explored the incidence of the systematization and conceptualization of discourse mechanisms present in highly argumentative texts to be read in a foreign language (English and French) as part of nonlinguistic undergraduate curricula. To attain this goal, two main tasks were pursued: first, the analysis of a set of texts (corpus) following the principles of Natural Logic. From this perspective, the reading process, understood from a cognitive view, can also be considered from a semiolinguistic conception under bajtinian influence. Second, the teaching of the findings -conceived as an activity that relates practice to theory- enables the latter to acquire a new dimension as the former is constantly revised. The results obtained show that didactic intervention favours learning processes as a closer interaction between reader-author of the text is attained.

Palabras clave : Discourse analysis; Teaching; Argumentation; Comprehension; Foreign languages.

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