An Action Research Study on Teaching Oral English Argumentation to High School EFL Learners in Taiwan

Shau-Ju Chang

《Taiwan Journal of TESOL》 8卷1期 (2011/03) Pp. 1-34

https://doi.org/10.30397/TJTESOL.201103_8(1).0001

並列摘要

The study employed action research as a method to devise a pedagogical model and approach for teaching oral English argumentation to Taiwanese EFL learners. Twelve students from a municipal high school volunteered to participate in a ten-session oral English argumentation course offered by the researcher. With the help of a dyadic argumentation pre- and posttest, weekly feedback sheets, after-class discussions with the students' English instructor, and the researcher's reflections, a five-component argumentation model (i.e., position, justification, challenge/refutation, defense and concession) and a five-phase instructional approach (i.e., overview, component coaching, modeling, guided practice, and independent practice) were conceived.

並列關鍵字

Oral English argumentation ； pedagogy ； action research ； EFL learners ； Taiwan

參考文獻

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