Abstract:
The present work aims at analysing the discourse of a beginner's foreign language classroom. To do so, we present a brief review of the concept of discourse ( FOUCAULT, 1996FOUCAULT, M. A ordem do discurso Trad. de L. F. A. Sampaio. 3. ed. São Paulo: Edições Loyola, [1971] 1996. 2008______. A arqueologia do saber.Trad. L. F. B. Neves. 7. ed. Rio de Janeiro: Forense Universitária, [1969] 2008. FAIRCLOUGH, 2003______. Analysing discourse:textual analysis for social research. Londres: Routledge, 2003. 2010______. Critical discourse analysis: the critical study of language. 2. ed. Harlow: Pearson Education Limited, 2010. MAINGUENEAU, 2008MAINGUENEAU, D. Gênese dos discursos. Trad. de Sírio Possenti. São Paulo: Parábola Editoral, 2008. ), bringing to our discussion the Bakhtinian (2011______. Estética da criação verbal. Trad. de Paulo Bezerra. 6. ed. São Paulo: Martins Fontes, 2011. ) principle of dialogism, and the concept of regulated inter-incomprehension ( MAINGUENEAU, 2008MAINGUENEAU, D. Gênese dos discursos. Trad. de Sírio Possenti. São Paulo: Parábola Editoral, 2008. ). For the analysis, our methodology is based on the social theory of discourse ( FAIRCLOUGH, 2001FAIRCLOUGH, N. Discurso e mudança social Coord. da tradução Izabel Magalhães. Brasília: Editora Universidade de Brasília, 2001. ), as well as Blommaert's (2005BLOMMAERT, J. Discourse. A critical introduction Nova York: Cambridge University Press, 2005. ) considerations on the dialogic nature of meaning. Thus, we propose to set the theoretical and methodological basis guiding our analysis of samples of communicative events. As a result of the analysis, we conclude that the interdiscursive relations which take place in this classroom are regulated in interaction, according to the goals set in the course program, generating an inter-regulated dialogue in accordance with the teaching plan.
Key words:
Discourse; Dialogism; Classroom; Foreign language