Metacommunicative discourse as a tool for learning in the classroom

Abstract

The classroom has constituted a space where discursive interaction plays a central role in the transmission of knowledge and in the structuring of the teaching-learning process. However, it has also been observed that certain communication styles have limited the interaction and active participation of students. Therefore, the present study was aimed at analyzing the discursive characteristics of the oral text in the classroom, specifically in its instructional modality, used by the teacher to direct the student's behavior and facilitate the teaching-learning process. To do this, we seek to examine the interaction between metacommunicative functions and directive sequences, to identify linguistic strategies in teacher training. To do this, a qualitative analysis was used that consisted of observing and transcribing interactions in the classroom, identifying discursive patterns and categorizing metacommunicative functions. As well as, the directive sequences to evaluate their contribution to classroom management and the development of cognitive skills in students. The results showed that the teacher uses various linguistic strategies, such as repetition, the use of the imperative and metacommunicative functions, to regulate attention, confirm understanding and guide the student's action. In conclusion, the need for discursive strategies in the classroom was highlighted, by highlighting the role of the instructional modality in the organization of learning and the construction of knowledge. Therefore, it was proposed to further investigate the impact of these practices on the effectiveness of the educational process.