Análisis de estrategias y tácticas de atenuación en el discurso digital escrito usadas por estudiantes universitarios chilenos
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Date
2024
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Publisher
Universidad de Concepción
Abstract
La mensajería por email entre estudiantes y profesores representa un modo de comunicación usual en el contexto educativo y esencial para el desarrollo de las actividades académicas. Sin embargo, las comunidades educativas no siempre capacitan a sus estudiantes para comunicarse efectivamente mediante este género discursivo, lo que los vuelve susceptibles a cometer errores pragmático-discursivos asociados a un uso inapropiado de su ciberhabla. El objetivo de esta tesis es analizar las estrategias y tácticas de atenuación utilizadas por estudiantes universitarios chilenos al realizar solicitudes a sus profesores mediante correo electrónico. El propósito es observar las maneras en que los estudiantes construyen estrategias discursivas atenuantes de cortesía exhortativa, para el logro de determinados objetivos retóricos y relacionales. La metodología y procedimientos de análisis se basan en el enfoque de Briz y Albelda (2013) y su equipo de investigación ES.POR.ATENUACIÓN, complementados con la taxonomía del Plan Curricular del Instituto Cervantes, considerando las variables funcionales, formales y situacionales que rodean los atenuantes. Los resultados revelaron que los estudiantes utilizaron prevalentemente estrategias de autoprotección y reparación de actos amenazadores de imagen al solicitar la recepción de una tarea atrasada y/o incompleta. Los estudiantes recurrieron a la nominalización verbal y justificaciones como tácticas que atenúan su agencia, la información proposicional y la fuerza ilocutiva de sus solicitudes. Esto sugiere que los estudiantes aplicaron estrategias de atenuación según el grado de imposición de las solicitudes realizadas.
Email messaging between students and teachers represents a usual and essential mode of communication in the educational context for the fulfillment of academic activities. However, educational communities do not always train students to communicate effectively by means of this discourse genre, which makes them susceptible to commit both pragmatic and discourse mistakes associated to inappropriate usage of netspeak. The objective of this thesis is to analyze the mitigating strategies and tactics used by Chilean university students when writing email requests to teachers in Spanish as a first language. The purpose is to observe the ways in which students build mitigating discourse strategies of request politeness for achieving both rhetorical and relational goals. The methodology and analysis procedures are based on the approach of Briz & Albelda (2013) and their research project ES.POR.ATENUACIÓN, complemented with the taxonomy of Cervantes Institute Curriculum Plan and considering the functional, formal, and situational variability around the mitigating structures. The results revealed that students tended to use self-protection and repair mitigating strategies onto Face Threatening Acts for requesting teachers the receipt of late/unfinished tasks. Students drew on verb nominalization and excuses as tactics that mitigate their agency, the propositional information and illocutionary force of their requests. This suggests that students employed mitigating strategies according to the rate of imposition of the requests realized.
Email messaging between students and teachers represents a usual and essential mode of communication in the educational context for the fulfillment of academic activities. However, educational communities do not always train students to communicate effectively by means of this discourse genre, which makes them susceptible to commit both pragmatic and discourse mistakes associated to inappropriate usage of netspeak. The objective of this thesis is to analyze the mitigating strategies and tactics used by Chilean university students when writing email requests to teachers in Spanish as a first language. The purpose is to observe the ways in which students build mitigating discourse strategies of request politeness for achieving both rhetorical and relational goals. The methodology and analysis procedures are based on the approach of Briz & Albelda (2013) and their research project ES.POR.ATENUACIÓN, complemented with the taxonomy of Cervantes Institute Curriculum Plan and considering the functional, formal, and situational variability around the mitigating structures. The results revealed that students tended to use self-protection and repair mitigating strategies onto Face Threatening Acts for requesting teachers the receipt of late/unfinished tasks. Students drew on verb nominalization and excuses as tactics that mitigate their agency, the propositional information and illocutionary force of their requests. This suggests that students employed mitigating strategies according to the rate of imposition of the requests realized.
Description
Tesis para optar al grado de Magíster en Lingüística Aplicada
Keywords
Análisis crítico del discurso, E-mail, Correo electrónico