ARGUMENTATIVE MOVEMENTS’ TYPES IN ORAL INTERACTION IN THE SPANISH LANGUAGE & COMMUNICATION CLASS

Abstract

In this study we analyze ‘argumentative movements’ types (MA), detected in argumentative oral interaction in ten Spanish Language and Communication lessons corresponding to 11th grade. (Junior Highschool) These lessons were videotaped in two private subsidized high schools from Viña del Mar and Valparaiso, Chile. Transcription of elaborate and spontaneous dialogues about controversial issues were analyzed and classified in eleven categories, following Gille (2001). In general, students from the Viña del Mar Highschool used relevant MA’s more often and more successfully. In both Highschools the direct interlocutor was the teacher rather than the students who were actually participating in the discussion. These results suggest the importance of exploring more deeply argumentative oral competence in classroms and its effects in students’communicative skills and critical thinking.