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Defi niowanie przez uczniów znaczenia terminów „argument” i „kontrargument”

100%

Rytel J.

Zagadnienia Naukoznawstwa

2016

vol. 52

issue 3(209)

405-416

W niniejszym tekście przedstawione zostały wstępne wyniki analiz dotyczących sposobów defi niowania przez uczniów znaczenia terminów „argument” i „kontrargument”. Poddany analizie materiał obejmował 211 defi nicji słowa „argument” i 164 defi nicje słowa „kontrargument”. Defi nicje te uzyskano w badaniu, w którym uczestniczyło 240 uczniów (120 dziewcząt i 120 chłopców) w wieku od 9. do 18. roku życia. Byli to uczniowie: trzecich i szóstych klas szkół podstawowych oraz uczniowie ostatnich klas gimnazjum i ostatnich klas liceum. Wyniki badań wskazują, że do przekonywania jako funkcji argumentu uczniowie wraz z wiekem odwołują się rzadziej. Od momentu zakończenia edukacji na poziomie podstawowym coraz częściej wskazują oni na relacje łączące przesłanki z konkluzją. Znajomość znaczenia terminu „kontrargument” deklarowało mniej uczniów i najczęściej wskazywało na kontrargument jako przeciwieństwo argumentu.

In the paper, I present the preliminary results on how students defi ne the meanings of the terms “argument” and “counterargument”. The analysed material consists of 211 defi nitions of the word “argument” and 164 defi nitions of the word “counterargument”. The defi nitions were obtained from 240 students (120 girls and 120 boys) aged 9 to 18. The study covered the students of the third and sixth years of the primary school, as well as those in their fi nal year of the secondary school. In their defi nitions, the older students referred to a function of an argument less frequently than their younger counterparts: they relatively rarely conveyed that a role of an argument is to convince. Instead, the older students were increasingly inclined to refer to relations between a premise and a conclusion as they defi ned the term. The knowledge of the meaning of the term “counterargument” was less common among the students. They usually provided a fuzzy defi nition of a counter-argument, contrasting it with an argument.

Argumentationsstile im Deutschen und im Arabischen aus kontrastiver Sicht

84%

Jakosz M.

Linguistische Treffen in Wrocław

2021

issue 19

493-499

The article is a review of the monograph entitled Argumentationspraktiken im Vergleich by Abdel-Hafiez Massud. The monograph is devoted to a linguistic comparison between argumentation patterns in German and Arabic. The author describes linguistic and extralinguistic measures used in the process of intercultural communication to convince others of our point of view or to persuade them to take a specific step. The publication consists of three thematic parts: argumentation in the online media, argumentation as an intercultural phenomenon, and teaching argumentation skills. The first part focuses on the issue of argumentation patterns preferred by both internauts and companies in the digital world. Argumentative speech acts, such as protesting or apologizing, are discussed on the basis of various text types, for instance German and Arabic protests on Twitter, answers given by companies to customers’ online complaints, and „About us” sections on German private school websites. The second part, which is based on German and Arabic online complaints, is devoted to intercultural politeness and impoliteness in German and Arabic argumentation. The third part is centered around developing argumentation skills during classes in German as a foreign or second language. The value of the monograph is enhanced by the fact that it contrastively thematizes German and Arabic multimodal argumentation styles, which is a new and little explored research field. It is also important that the impact of modern communication forms in the new media on argumentation patterns and practices in both cultures has been considered. Due to its topicality and the presentation of the themes in an original manner, the publication might be of interest to linguists, particularly those researching argumentation.

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1 Linguistische Treffen in Wrocław

1 Zagadnienia Naukoznawstwa

1 Jakosz M.

1 Rytel J.

1 2021

1 2016

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Defi niowanie przez uczniów znaczenia terminów „argument” i „kontrargument”

Argumentationsstile im Deutschen und im Arabischen aus kontrastiver Sicht