Discourse Genres in the Teaching-learning Process of English as a Foreign Language: Knowledge Construction through Persuasive Discourse

Auteurs

  • Paula Tatianne Carréra Szundy

Mots-clés :

discourse genres, persuasive discourse, interaction, construction of knowledge

Résumé

Based on the Bakhtinian concepts of discourse genres, dialogism, authoritative discourse, persuasive discourse, and polyphony, the present paper aims at discussing the construction of knowledge during a teacherstudents interaction that took place in a class given by the teacherresearcher in a post-graduate course in English. This course is held at a university in Taubaté, São Paulo. In order to understand the construction of knowledge in this interaction, our analysis will be developed with three focuses: the discourse genres present in the interaction, what characterizes the teacher’s and students’ utterances in their dialogue, and the voices that can be observed in the teacher’s discourse.

Biographie de l'auteur

Paula Tatianne Carréra Szundy

Paula Tatianne Carréra Szundy holds a MA in Applied Linguistic from LAEL-PUC/SP. She worked as an English teacher and academic coordinator at Yázigi, as an English and Literature teacher at Faculdades Integradas Teresa D’Ávila, Lorena and taught postgraduate courses at Universidade de Taubaté. She is a doctorate student at LAEL-PUC/SP and is currently a visiting researcher at Lancaster University, UK. Her main areas of interest are language teaching and teacher development.

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Comment citer

Szundy, P. T. C. (2012). Discourse Genres in the Teaching-learning Process of English as a Foreign Language: Knowledge Construction through Persuasive Discourse. The ESPecialist, 25(2). Consulté à l’adresse https://revistas.pucsp.br/index.php/esp/article/view/9373

Numéro

Vol. 25 No 2 (2004)

Rubrique

Papers

Licence

The authors grant the journal all copyrights relating to the published works. The concepts issued in signed articles are the absolute and exclusive responsibility of their authors.