This study is designed to investigate the reality of English debate education. The basic assumption in this study is that Korean EFL learners show a lack of logical and critical thinking for reasoned decision making, and that the lack of critical thinking skills should be developed through timely ed...
This study is designed to investigate the reality of English debate education. The basic assumption in this study is that Korean EFL learners show a lack of logical and critical thinking for reasoned decision making, and that the lack of critical thinking skills should be developed through timely educational support. This research aims at providing some useful educational background materials for English debating.
As the information technology revolution has swept the globe, a corresponding revolution has taken place in the world of debate. The new century has witnessed an unprecedented growth in competitive debate. It is safe to say that debate has become a worldwide phenomenon.
Debate competitions represent the very best in democratic ideals and principles. The value of debate competition is that it incentivizes the critical thinking necessary both to advance ideas persuasively and to analyze the ideas and messages of others.
In addition to the civil educational value of debate, active participation in debate also holds great academic educational promise. Debate is unique among extra-curricular and competitive events because it demands critical thinking. Students are asked to evaluate and examine complicated social issues from multiple sides and to argue for and against positions that they may or may not believe in. This process requires that students be well versed on a variety of social issues.
In spite of the various benefits of debate mentioned above the educational environment in Korea doesn't seem to reflect the ideal of academic debate. For a critical review, this study analyze the English language curriculum, highschool textbooks, and a survey about English debate education. The curriculum and textbooks contain abstract method and the errors in the sequence of debate education are identified. According to the survey, students are found to feel unsatisfied about their insufficient debate education.
Debating can add considerably to any foreign language classroom because it involves students in a level of critical thinking that transcends sheer translation or conversation as a way to learn a language. Classroom debating is an activity not only for those students actually debating, but also for the entire class, who make a productive and substantive evaluation of the arguments and points raised. Audience involvement can contribute to creating learning opportunities for all students every time a debate takes place.
This paper provides a brief overview of major types of competitive debate and types of proposition. Depending on the type of debate, students should format their speech. For example, in a debate about adopting a specific policy, students should try this pattern: problem, cause, solution, and feasibility. Debaters should choose language carefully to explain their case to the audience, using colorful but sophisticated language. They should also put in strong statements explaining what their arguments prove and why their arguments are important.
This paper presents a study on English debate in EFL learning through analyzing high school debate programs. The study shows that the students use various kinds of arguments such as example, authority, analogy, and cause depending on the phase of debate and the kinds of proposition. It is also found that students make some specific logical errors based on the specific phase of debate and the kinds of proposition. Debaters should be able to figure out which types of arguments are effective and why, and they need to learn to spot logical fallacies as well. The ability to point out holes in the opponents' reasoning is a very powerful tool in debates.
Debate education should be performed, being aimed at enhancing debate ability. For this goal, appropriate education contents should be established. The ideal instruction model for cultivating best English debaters should be developed as soon as possible. Starting with this study, it is wished that the discussion about the English debate in EFL learning begin in earnest.
This study is designed to investigate the reality of English debate education. The basic assumption in this study is that Korean EFL learners show a lack of logical and critical thinking for reasoned decision making, and that the lack of critical thinking skills should be developed through timely educational support. This research aims at providing some useful educational background materials for English debating.
As the information technology revolution has swept the globe, a corresponding revolution has taken place in the world of debate. The new century has witnessed an unprecedented growth in competitive debate. It is safe to say that debate has become a worldwide phenomenon.
Debate competitions represent the very best in democratic ideals and principles. The value of debate competition is that it incentivizes the critical thinking necessary both to advance ideas persuasively and to analyze the ideas and messages of others.
In addition to the civil educational value of debate, active participation in debate also holds great academic educational promise. Debate is unique among extra-curricular and competitive events because it demands critical thinking. Students are asked to evaluate and examine complicated social issues from multiple sides and to argue for and against positions that they may or may not believe in. This process requires that students be well versed on a variety of social issues.
In spite of the various benefits of debate mentioned above the educational environment in Korea doesn't seem to reflect the ideal of academic debate. For a critical review, this study analyze the English language curriculum, highschool textbooks, and a survey about English debate education. The curriculum and textbooks contain abstract method and the errors in the sequence of debate education are identified. According to the survey, students are found to feel unsatisfied about their insufficient debate education.
Debating can add considerably to any foreign language classroom because it involves students in a level of critical thinking that transcends sheer translation or conversation as a way to learn a language. Classroom debating is an activity not only for those students actually debating, but also for the entire class, who make a productive and substantive evaluation of the arguments and points raised. Audience involvement can contribute to creating learning opportunities for all students every time a debate takes place.
This paper provides a brief overview of major types of competitive debate and types of proposition. Depending on the type of debate, students should format their speech. For example, in a debate about adopting a specific policy, students should try this pattern: problem, cause, solution, and feasibility. Debaters should choose language carefully to explain their case to the audience, using colorful but sophisticated language. They should also put in strong statements explaining what their arguments prove and why their arguments are important.
This paper presents a study on English debate in EFL learning through analyzing high school debate programs. The study shows that the students use various kinds of arguments such as example, authority, analogy, and cause depending on the phase of debate and the kinds of proposition. It is also found that students make some specific logical errors based on the specific phase of debate and the kinds of proposition. Debaters should be able to figure out which types of arguments are effective and why, and they need to learn to spot logical fallacies as well. The ability to point out holes in the opponents' reasoning is a very powerful tool in debates.
Debate education should be performed, being aimed at enhancing debate ability. For this goal, appropriate education contents should be established. The ideal instruction model for cultivating best English debaters should be developed as soon as possible. Starting with this study, it is wished that the discussion about the English debate in EFL learning begin in earnest.
주제어
#영어 토론
※ AI-Helper는 부적절한 답변을 할 수 있습니다.