Debate is an important and worthwhile way by which to engage students in real language communication. It differs from other forms of classroom communicative activities in that it affords students opportunities to think critically and interact spontaneously to real time questions posed by their peers. While other activities such as role playing, pair and group work and time spent on preparing for presentations are also beneficial to language acquisition, it is my belief that debate better allows students to voice their opinions in English and to listen to and engage in the opinions of their classmates. This is so because in order to win a debate, students have to persuade their peers of the validity of their opinions, which are ideally supported with factual evidence, and demonstrate more convincing dialogue than that of the opposing team.
To that end, this paper will explain in detail the steps adopted at one junior high school to ensure that all students are able to participate fully in a classroom debate and subsequent discussion. A survey was conducted among a group of 162 third year junior high school students to ascertain their views on debate. The findings of the survey will be analyzed and the procedure of the debate will be discussed.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Context
- Procedure
- Difficulties
- Results
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper examines the effectiveness of using debate as a tool for improving second language acquisition in junior high school students. The author details the implementation of a nine-week debate course involving five classes and analyzes student feedback through a survey.
- The role of debate in enhancing language communication and critical thinking skills
- The benefits of debate for student motivation and engagement in the learning process
- The challenges and difficulties faced by students during the debate process, particularly in terms of language proficiency
- The impact of debate on student confidence and willingness to participate in classroom activities
- The importance of classroom atmosphere and student collaboration in fostering language learning
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction
The author introduces debate as a valuable and engaging method for second language instruction, emphasizing its ability to promote critical thinking, real-time interaction, and student autonomy. The paper outlines the research context, procedure, and anticipated results.
Context
The author discusses the benefits of debate in fostering student motivation and collaboration. A survey is introduced as a method for understanding student perspectives on debate and identifying areas for improvement.
Procedure
The paper describes the implementation of the debate program, including the format, lesson plans, and student roles. The timetable for the nine-week course is outlined in detail, highlighting the various stages of preparation and debate.
Difficulties
The author explores the challenges faced by students during the debate process, particularly related to language proficiency and the transition from Japanese to English. Strategies for addressing these difficulties are suggested, including extended thinking time and structured question-and-answer sessions.
Schlüsselwörter (Keywords)
This study focuses on the application of debate in EFL classrooms, analyzing its impact on second language acquisition, student motivation, and engagement. It explores the importance of classroom atmosphere, student collaboration, and critical thinking skills in promoting language learning. Key concepts include debate, language acquisition, student feedback, and classroom instruction.
- Quote paper
- Gerry Mclellan (Author), 2018, A short study on how debate can be a useful tool in helping junior high school students improve second language acquisition, Munich, GRIN Verlag, https://www.grin.com/document/441759
