%0 Journal Article
%T Argumentaci¨®n y didaxis
%A Reynoso
%A Marcela
%A Sforza
%A M¨®nica
%A Rosa
%A Bernarda
%A Waigandt
%A Diana
%A Leiva
%A Gabriela
%J Ciencia, docencia y tecnolog£¿-a
%D 2009
%I Scientific Electronic Library Online
%X 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.
%K discourse analysis
%K teaching
%K argumentation
%K comprehension
%K foreign languages.
%U http://www.scielo.org.ar/scielo.php?script=sci_abstract&pid=S1851-17162009000200002&lng=en&nrm=iso&tlng=en