Resumo

GONZALEZ, Carlos  e  LIMA, Pablo. Strategies to express evidentiality in oral argumentation within the classroom. Rev. signos [online]. 2009, vol.42, n.71, pp.295-315. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342009000300001.

This article identifies the presence of grammatical strategies to express the evidential meaning in a corpus of five oral argumentative discussions in Viña del Mar high school students. Bermúdez's (2002, 2005a, 2005b) model for the search of phenomena as well as for their interpretation was used. The analysis shows that the students do use evidentials in their interactions, but only in a few cases. The most common strategy is the use of the pronoun uno and its paradigmatic relation with yo and generic nominal phrases. This strategy conveys evidential meaning related to two axes: 'source of information' and 'access to information'. The analysis also reveals that the number of evidentials used by the students seems to be directly related to the knowledge of the issue and inversely related to a low degree of organization of the discussion.

Palavras-chave : Evidentiality; evidentiality strategies; oral argumentation.

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