Publication: Prácticas discursivas académicas en la economía: aproximación crítica a las estrategias de valoración
Authors
Marimón Llorca, Carmen
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Publisher
Murcia: Universidad de Murcia, Editum
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El objetivo de este trabajo es realizar
una aproximación lingüístico-crítica a las prácticas
académicas de formación en ciencias económicas
con el fin de hacer evidente de qué
manera se construye verbalmente el imaginario
sociodisciplinar de la economía. Se trata de
mostrar que los textos disciplinares de las ciencias
económicas no están exentos de procedimientos
evaluativos a través de los cuales, y no siempre
de una manera consciente, se manifiesta una
toma de postura ideológica. Una breve aproximación
al lenguaje académico y a la naturaleza
de los estudios que se han realizado sobre él
permitirá contextualizar el discurso disciplinario
de la economía. El concepto de valoración y la
clasificación Básica de sus componentes tal y
como lo formuló la Lingüística Sistémico-Funcional
en su Appraisal Theory (Martin and
White, 2005; Hood, 2005), pero considerando
las aportaciones de Hunston y Thompson
(2000) y Thompson y Alba-Juez (2014). Así se dará paso al análisis de dos textos que nos
permitirá observar cómo crecimiento y pobreza
son expresados con recursos evaluativos diferentes
y de qué manera esto puede afectar a la
construcción ideológica de ambos conceptos
desde los inicios mismos de aprendizaje de la
disciplina.
The aim of this work is to carry out a linguistic-critical approach to academic formation practices in economics in order to make clear how it is verbally constructed the sociodisciplinary imaginary. The starting point is the idea that disciplinary texts of economics are not exempt from evaluation procedures and that these show an ideological position, although this was not always consciously. A brief approach to academic language and the nature of the studies that have been done on it will allow us to contextualize the disciplinary discourse of economics. was formulated by the Systemic Functional Linguistics in its Appraisal Theory (Martin and White, 2005; Hood, 2005), but considering the contributions of Hunston and Thompson (2000) and Alba-Thompson and Judge (2014).We will use the concept of evaluation and the basic classification of its components as it was formulated by the Systemic Functional Linguistics in its Appraisal Theory (Martin and White, 2005; Hood, 2005), but considering the contributions of Hunston and Thompson (2000) and Alba-Thompson and Judge (2014). Finally two texts on growth and poverty will be analyzed in order to see the way they are expressed using different valuation systems and how it can affect the ideological construction of both concepts from the very beginning of the learning of the subject.
The aim of this work is to carry out a linguistic-critical approach to academic formation practices in economics in order to make clear how it is verbally constructed the sociodisciplinary imaginary. The starting point is the idea that disciplinary texts of economics are not exempt from evaluation procedures and that these show an ideological position, although this was not always consciously. A brief approach to academic language and the nature of the studies that have been done on it will allow us to contextualize the disciplinary discourse of economics. was formulated by the Systemic Functional Linguistics in its Appraisal Theory (Martin and White, 2005; Hood, 2005), but considering the contributions of Hunston and Thompson (2000) and Alba-Thompson and Judge (2014).We will use the concept of evaluation and the basic classification of its components as it was formulated by the Systemic Functional Linguistics in its Appraisal Theory (Martin and White, 2005; Hood, 2005), but considering the contributions of Hunston and Thompson (2000) and Alba-Thompson and Judge (2014). Finally two texts on growth and poverty will be analyzed in order to see the way they are expressed using different valuation systems and how it can affect the ideological construction of both concepts from the very beginning of the learning of the subject.
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