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2015 | 3 | 1-2 | 4-12
Article title

The Effect of Debate Training on Argumentation Skills: The Developmental Process for Japanese College Students

Title variants
Languages of publication
EN
Abstracts
EN
How do students acquire argumentation skills through debating? Although attempts have long been made to answer this question, a common limitation of previous studies is the tendency to ignore the potential of college students who learn how to argue in a community of practice. Cultural difference is also an important theme in argumentation studies, as individuals and a community co-construct the quality of their arguments. In Japanese education, argument is rarely taught in classes. Nakano (2007) pointed out that Japanese students tend to hesitate when arguing with friends, and are low in approach argumentativeness and high in avoidance argumentativeness, compared to other Asian countries. Parliamentary Debate (PD) is most popular and is effective for novice learners of argument (Inoue & Nakano, 2006). Every stage of debating, such as preparation, debate rounds, reflection and so on, forms a cyclic learning system, and this functions as an ideal community of practice (Lave & Wenger, 1991). The present study aims at exploring how members of a community acquire argumentation skills through debating. First, we identify patterns of argument produced in the community during a session. Second, we analyse transitional patterns, focusing on individual differences. In order to teach reasoning and persuasion to those who are especially unwilling to oppose someone, we need to have them realize their improvement with confidence by reducing their mental blocks.
Publisher
Year
Volume
3
Issue
1-2
Pages
4-12
Physical description
Dates
online
2015-02-05
Contributors
author
  • Fukuoka Institute of Technology, Japan
  • Kyushu University, Japan
References
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  • Inoue, N., & Nakano, M. (2006). The costs and benefits of participating in competitive debate activities: Differences between Japanese and American college students. In F. H. van Eemeren, M. D. Hazen, P. Houtlosser & D. C. Williams (Eds.), Contemporary Perspectives on Argumentation: Views from the Venice Argumentation Conference (pp. 167-184). Amsterdam: Sic Sat.
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  • Maruno,S., Hori, K., & Ikuta, J. (2002). An analysis of the functions of metacognitive speeches and strategies for scientific reasoning and verification in the collaborative discussion process. Kyushu University Psychological Research, 3, 1-19. (in Japanese )
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  • Nakano, M. & Maruno, S. (2007). The effect of debate training on argumentative skills: The developmental process of Japanese College students. Paper presented at 12th Biennial Conference for Research on Learning and Instruction. Eötvös Loránd University, Budapest, Hungary. (Aug 18-Sep 1)
  • Nakano, M. (2007). How college students acquire argumentative skills in a community of practice. Cognitive Studies , 14(3), 398-408. (in Japanese )
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Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_sls-2013-0001
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