This study aims at analyzing how the frequent evaluative discourse of the teacher subject
affects the constitution of the student’s identity, taking into account that the latter
builds up his/her identity through the eyes of the other or others. In order to do so, it’s
necessary to track down the threads which weave the teacher’s talking, by paying attention
to the interdiscursive relation responsible for building up effects of truth within this talking.
The current research is based on the interface among the French Theory of Discourse
Analysis, some Psychoanalysis concepts and Deconstructionist reflections. The corpus of
this study was collected in a private
contexts. The analysis of the discursive events unveiled the heterogeneity of subjects and
discourses, allowing a better understanding of the identity constitution of the subject
involved in the process of teaching and learning a second language, specially the student’s
identity through his/her representations and identification with the discourse of the other
(teacher). Through the evaluative discourse, the teacher’s look toward the students
functions as a constant judgment. The formal assessment or test ends up working as a
legitimate sentence of the teacher’s discourse, which anticipates the success or failure of the
student toward the process in which he/she is involved. As a result, the apprentice-subject
incorporates the teacher’s talking by identifying himself/herself with such talking and
assuming the images sent by the eyes of the subject who is supposed to know everything.
Moreover, the utterances formulated by English learners and teachers exposed the
contradiction between what the subject is and what he/she should become, according to
some patterns considered as ideal.
Key-words: 1. Teaching-Learning; 2.English language; 3. Interdiscourse; 4. Identity; 5.
Analysis
Author: Cavallari, Juliana Santana
Tittle:O discurso avaliador do sujeito-professor na constituição do sujeito-aluno
UNICAMP
