Resumen

CORNIELES, Liseth. Argumentative strategies governing verbal interaction in a spanish classroom. Paradígma [online]. 2013, vol.34, n.2, pp.51-72. ISSN 1011-2251.

This article analyses the way in which the teacher regulates, through different strategies, the interaction generated in a Spanish class. The theoretical basis are composed by aspects that characterize the verbal interaction in the classroom (Bolívar, 2005; González and Leon, 2009; Camacaro, 2008), the relationships between discourse management and power in the classroom (Tusón, 2007), as well as teaching argumentation (Cros, 2003). The methodology used is qualitative because it is a descriptive research. Three sessions of classes were analyzed from a Spanish course taught at Instituto Pedagógico de Caracas. The findings showed that the interaction is regulated in these classes by the frequent use of approximation strategies, particularly those based on solidarity.

Palabras clave : verbal interaction; teaching argumentation; approximation strategies.

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