This work develops a functional-pragmatic concept of argumentation. Based on transcripts of empirical discourse examples, a reconstruction of a linguistic action can be achieved, which, if successful, can resolve a specific disruption in communication. The disruption arises from the divergent structuring of knowledge between the speaker and the listener on a particular topic. This can be addressed through argumentation. If the speaker successfully restructures the listener's knowledge, collaborative action can continue without hindrance. In the case of scientific argumentation, the knowledge-restructuring performance is utilized for the discursive acquisition of socially new or individually new knowledge.