Pragma-dialectical analysis of college student’s formal oral argumentation

Abstract

This article describes the latest results of the research: From the spontaneous oral speeches to the formal oral argumentative speechâ€. The proposal is addressed to teachers in training, and it´s been developed with students from the Spanish and Literature Program, Universidad del Quindío, March 2010 - November 2012. The proposal responds to the need of providing interventional strategies, leading to the improvement of teachers in the argumentative oral formal speech training. In order to do so, the appeal goes to the Van Eemeren and Grootendorst (2006) critical discussion model in the pragmatic-dialectic argumentation framework and the research methodology used is based on the action-participation approach, Elliot (1993) version. With the purpose of recognizing the state of the problem, some of the research preliminary results are compared with some similar studies done within the international context; so on, an hermeneutic interpretation of the work corpus is built. (8 video recordings were addressed to discuss infidelity between couples). After the construction, application and evaluation of the strategies, the importance of rethinking the formal oral argumentative exercise stands from the elaboration and exchange of reasoning that contributes to potentialize the critic hearing and optimize the dialectic intervention.Key words