Academic oral discursive architecture of the students of the teaching career

Abstract

The discourse constitutes the path by excellence for the representation of the thought and the expression of ideas and even more in the pedagogical scope since it is the direct tool of communication and transformation of the knowledge. Therefore, these lines outline the purpose of analyzing the architecture of the academic oral discourse of the UPEL-IPMALA students, revealing the imbricated scaffolding in those representations. Some postulates emerged within the framework of the theoretical approach that includes the nuances concerning speech and events acts, structures and discursive strategies (Van Dijk, 1980, 1985 and 1999), as well as the incidence of communicative competence in the university, were assumed (Hymes, 1972). Methodologically, the study finds its foundations in a qualitative conception with a hermeneutic approach (Toledo, 1997). Likewise, a group of students from the subject Introduction to the Language study corresponding to the first semester of the language and literature. The results refer that the discursive strategies and structures used by the subjects do not satisfy the communicative interests of the university context and that their configuration attends to features that are more related to writing than to speaking. It concluded by noting the need for reconsidering some conditions regarding the teaching of the oral discourse in the academic scene.

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