Abstract
This research used a qualitative approach to focus on the classroom debate between Malaysian English second language learners (ESL). Since debate has been often perceived as not a suitable activity for low proficiency students due to their limited linguistic resources, there has not been much emphasis on the impact of debate on incompetent ESL learners; however, this study was an attempt to concentrate on two students who were not competent in English to investigate their oral development via debate. The study observed the communicative strategies employed in this challenging task during the five debate rounds. Although the progress made was quite limited, the study showed that debate competition can be a relevant and meaningful practice for speaking activity among low proficiency students. Moreover, it showed that debate can be used to scaffold students’ practice in speaking.
Highlights
Communicative competence is the ability of an individual to use a language effectively in an actual communicative situation (Hymes, 1972)
It is important that learners be exposed to formal and informal, dyad, group and classroom contextual settings and various discourses to facilitate the language learning process (MacIntyre, Baker, Clément, & Donovan, 2003)
The following section looks at the observation notes, video recordings and students’ transcribed speeches at each stage of the debate competition
Summary
Communicative competence is the ability of an individual to use a language effectively in an actual communicative situation (Hymes, 1972). The individuals need to know the structure of the language and how to use it effectively within a social context. For ESL learners, it is not enough to possess only the linguistic knowledge of the target language. They must know the sociolinguistic rules and conversational norms in order to participate effectively in a discourse community (Canale & Swain, 1980). It is important that learners be exposed to formal and informal, dyad, group and classroom contextual settings and various discourses to facilitate the language learning process (MacIntyre, Baker, Clément, & Donovan, 2003)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
