Argumentación y didaxis

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.