Presentation is loading. Please wait.

Presentation is loading. Please wait.

Teaching debate Tamási J. Gergely Hungarian Debate Association / International Business School.

Similar presentations


Presentation on theme: "Teaching debate Tamási J. Gergely Hungarian Debate Association / International Business School."— Presentation transcript:

1 Teaching debate Tamási J. Gergely Hungarian Debate Association / International Business School

2 Why bother? matura examinations require argumentation techniques “success is measured in terms of the ability to carry out a conversation in the (target) language” (Nunan, 1991) speaking is fundamental to human communication

3 Why debate? Communicative Language Teaching (CLT) at work  Focuses on and/or provides grounds for the development of discourse, actional, socio-cultural, strategic, and linguistic competences (Celce-Murcia et. al., 1995)  Takes advantage of “gaps” experience, opinion, and knowledge gaps  Uses authentic materials in an authentic task

4 Why debate? (– cont’d –) Provides integrated skills practice  reading (= researching the topic)  writing (= “flowing” the debate)  listening (for gist and specific information)  speaking (individual long turns and interactions)

5 Why debate? (– cont’d –) Provides cross-curricular links  history & citizenship studies  psychology  biology  etc. Teaches critical thinking (cf., Pratkanis & Aronson, 1992) and a problem- oriented approach

6 What is debate? “Debate is disagreement put into a frame.” (Molnár & Tamási, 2003) Disagreement… (cf., gap)  … on a certain topic = resolution (motion) (e.g., Resolved: That the government should take steps to decrease juvenile crime.)  … between two sides = affirmative vs. negative

7 What is debate? Frame:  sequence of speeches  time allocated to speeches/preparation Debate formats:  number of people per side (1 vs. 1; 2x2 vs. 2x2)  limited preparation vs. unlimited preparation  amount of interaction between the two sides (cross-examinations, points of information, just the speeches)

8 The building blocks definitions problem-solution model advantages (constructive arguments) and disadvantages (counter- arguments) refutation (attacking arguments) and rebuttal (rebuilding arguments)

9 When to start? Sustained monologue: Putting a case (e.g., in a debate):  “Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail.” (CEFR B2+)  “Can briefly give reasons and explanations for opinions, plans and actions.” (CEFR B1-)

10 When to start? (– cont’d –) Formal discussions  “Can follow much of what is said that is related to his/her field, provided interlocutors avoid very idiomatic usage and articulate clearly. Can put over a point of view clearly…. Can take part in routine formal discussion of familiar subjects … which involve the exchange of factual information” (CEFR B1)

11 What to teach? Communicative competence  topic-related vocabulary (linguistic competence)  functional elements (expressing agreement/disagreement, etc.) = actional competence  structuring speeches (= discourse competence)  communication strategies (= strategic competence)

12 What to teach? Develop general language skills  note-taking (writing)  skimming and scanning (reading)  extensive listening  speaking (individual long turns & interactions)

13 What to teach? Building blocks of debate  definitions  problem-solution model  arguments  refutations  CX (cf.,

14 Practice, practice, practice debate club at school competitions at home (Hungarian Debate Association) competitions abroad (International Debate Education Association = IDEA)

15 Further information Homepage of the International Debate Education Association with exercises. Huge searchable database of debate cases (arguments for and against) My


Download ppt "Teaching debate Tamási J. Gergely Hungarian Debate Association / International Business School."

Similar presentations


Ads by Google