Elements of the communication process to guide the discourse of university professors

Abstract

This research aimed to analyse the elements of the communication process that guide the discourse of university professors. This was a field study, descriptive; a hermeneutic approach through the use of research approaches to qualitative and quantitative, classifying this study as a not experimental-transversal design. On the other hand, became a literature review whose analysis allowed to know the communicative acts that occur in the classroom between teacher and students and like this may interpret them to then understand them. It was concluded that more than half of the students, social communications considered the teacher does not use explicit language, do not share with the students the knowledge of the programmatic content, does not share the experiences of teachers to deliver their messages, does not have the resources to deliver messages in a different way, erroneous calculations of the students are not cared for by teachersstudents are unaware of the intentions of the teacher during the face-to-face classes, before starting the process of communication teachers do not capture the attention of the student, agree that the multiple meanings of the language used by teachers interfere with understanding during teaching meetings.