Estrategias y recursos de evaluación negativa: aportes para un modelo de análisis sistémico-discursivo

Abstract

Abstract Academic conflict by means of negative evaluation helps negotiate shared knowledge, but it is usually implicit to save speakers/writers' and hearers/readers' face. Thus the study of negative evaluation needs a systemic-discursive framework that takes into account context-dependent language options. In addition, this framework should explain and predict how implicit evaluation is inferentially achieved. However, current literature lacks a comprehensive approach that covers both aspects. Drawing from systemic-functional linguistics and pragmatics, in this article I aim at providing a systemic framework of negative evaluative lexical and grammatical resources organized in terms of discursive strategies. I qualitatively study negative critical acts in a diachronic (1939-1989) corpus comprising 90 Spanish academic book reviews of literary studies and linguistics. Results depict a system of eight necessary and usually co-ocurrent strategies that trigger negative evaluation: share,play, link, appraise, modalize, compare, quantify and regulate. This research provides an insight on the study of interpersonal meanings in academic discourse, although future studies should determine its analytical scope.