professional educational discourse, institutional educational discourse, asymmetry of knowledge, critical discourse analysis, traditional discourse
Περίληψη
This paper concerns a research attempt at analyzing the professional educational discourse. Specifically, we investigate the evaluative comments of language teachers of the Greek secondary education on a number of high school students’ texts. The methodological tools of this study were the interaction analysis and the critical discourse analysis, according to the theory and the research practices of the analysis of the institutional discourse and the educational discourse. The results of this study show the essential influence of the traditional / pre – scientific discourse over the evaluative discourse of the teachers, and the asymmetry of knowledge characterizing the relationship between teachers and students in the institutional framework.
