El discurso del docente en los Procesos evaluativos y su incidencia en el aprendizaje.
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Abstract
In this article we attempt to describe the characteristics of a law professor's discourse as mediation in the development of students' learning in evaluation processes. The discourse analysis was done using the categories that we found in the data; we also used Halliday's (1978) theory of systemic-functional linguistics, focusing on the interpersonal and textual meta-functions that are realized by language. The results obtained show that several characteristics of the professor's discourse impeded the development of high levels of learning in the students, such as the lack of agent, rhetorical question, excessive use of contextualization, negation, nominalization, among others.
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