Non-negotiable: Non-dialogical feedback strategies in mid-term exams ina university of Lima in an intercultural context

DOI: https://doi.org/10.46744/bapl.202002.007
Keywords: feedback, language as social practice, Appraisal Theory, academic literacy

Abstract

In a context of cultural and social insertion of students from disadvantaged sectors, in this paper, which is based on my master’s thesis (2017), I examine the feedback given by two university professors in the mid-term exams of the History and Ethics courses. This study was carried out from the critical conception of language as social practice (Fairclough, 1992) and the Appraisal Theory (Martin and White, 2005). The aim of this research is to explain the ways in which feedback is conveyed in the mid-term exams and to find out whether the discursive strategies employed by these teachers are constructed in a dialogical way. The results show professors’ preference for evaluating negatively and for using linguistic strategies that close the channels of dialogue and reproduce hierarchical relations.

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Author Biography

Magaly Arcela Pérez, Pontificia Universidad Católica del Perú

Es magíster en Lingüística por la Pontificia Universidad Católica del Perú. Actualmente, se desempeña como investigadora del Instituto de Investigación de la Escuela de Ciencias de la Comunicación de la Universidad San Martín de Porres y como profesora en la Pontificia Universidad Católica del Perú. Su línea de investigación se centra en la relación entre los diferentes tipos de discursos y las desigualdades sociales.

Published
2020-09-01
How to Cite
Arcela Pérez, M. (2020). Non-negotiable: Non-dialogical feedback strategies in mid-term exams ina university of Lima in an intercultural context. Boletín de la Academia Peruana de la Lengua, 68(68), 183-205. https://doi.org/10.46744/bapl.202002.007
Issue
No 68 (2020): Julio - Diciembre
Section
Articles

Copyright (c) 2020 Magaly Arcela Pérez

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