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Interaction, persuasion, and meaning construction: Functional analysis of teachers' discursive strategies

Authors

DOI:

https://doi.org/10.32870/vel.vi27.371

Keywords:

Learning, discourse, teacher, teacher’s discursive strategy, communicative interaction

Abstract

Teacher discourse, an essential component of pedagogical practice, significantly influences students' cognitive, socioemotional, and communicative development, as well as the establishment of a conducive learning environment. For this reason, this article examines the discourse strategies employed by university professors to identify them in the educational context. To this end, a qualitative case study was conducted to observe the verbal interactions in the classroom between two professors of Spanish Grammar I and II. Additionally, the ESTDI questionnaire was used as an instrument to facilitate discourse categorization. The results revealed 18 strategies used; among the most frequent were I.R.E. (Interrogation, Response, Evaluation), persuasion, argumentative intention, and contribution re-elaboration. It is concluded that although educators used similar resources, the frequency and personal characteristics of these resources determine classroom interaction.

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Author Biographies

Karelly Dayana González Sequeira, Universidad Nacional Agraria

She is a Nicaraguan doctoral candidate in Management and Quality of Scientific Research. She holds a master’s degree in Hispanic Philology and a bachelor’s degree in Education with a concentration in Hispanic Language and Literature. Her research interests lie in discourse analysis, literary criticism and creation, and scientific research in the fields of education and social sciences. Currently, she serves as a professor at the National Agrarian University of Nicaragua.

Víctor Alfonso Loáisiga Manzanarez, Universidad Nacional Agraria

He is a Nicaraguan who holds a master’s degree in Language and Literature Pedagogy and a bachelor’s degree in Education Sciences with a specialization in Hispanic Language and Literature. His research primarily focuses on teaching Spanish as a native language, particularly on validating new learning models and integrating artificial intelligence (AI) into university teaching practices. Currently, he is a professor at the National Agrarian University of Nicaragua.

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Published

2026-01-30

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How to Cite

González Sequeira, K. D., & Loáisiga Manzanarez, V. A. (2026). Interaction, persuasion, and meaning construction: Functional analysis of teachers’ discursive strategies. Verbum Et Lingua: Didáctica, Lengua Y Cultura, (27), 1–18. https://doi.org/10.32870/vel.vi27.371

Issue

No. 27 (2026): Verbum et Lingua, year 13, January-June 2026

Section

Artículos

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Copyright (c) 2026 Karelly Dayana González Sequeira and Víctor Alfonso Loáisiga Manzanarez

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