Contestation In Debates Research Articles

영어 쓰기 찬반 토론 평가의 타당도 탐색

The present study aims to explore the validity of EFL written debate assessment. One hundred EFL students whose major was English education took an argumentative essay test and participated in an EFL written debate contest. They also conducted self-and peer-assessment in the essay test as well as in the written debate. Five students took part in interviews. Four expert raters rated the students’ essays and postings they had uploaded on a debate forum. Later, three experts presented their ideas in in-depth interviews. The result showed that scores of the written debate weakly correlated with those of the argumentative essay test. From the interview, the expert raters responded that they had had difficulty in rating the written debate because of the unwanted variables embedded in the assessment. On the other hand, students showed a positive outlook regarding EFL written debate assessment.

온라인 독서토론대회 본선 참가자 인식 연구

The purpose of this study is to conduct a survey of participants in the final round of the online reading debate contest to check the educational effectiveness of the contest, collect students’ perceptions, and revitalize the online reading debate contest, which is one of the extracurricular activities. A survey conducted on students who advanced to the finals of the 1st and 2nd Online Sookmyung Reading Debate Competition was conducted to determine the effectiveness of university liberal arts education on the Reading debate competition, the educational effectiveness of the competition, the appropriateness of the Reading discussion method, and the effectiveness of the online competition operation. It was conducted with appropriateness and effectiveness. Through this, students’ perceptions were compared and analyzed throughout the reading discussion contest held in real time online (ZOOM) and areas for improvement were sought. In order for the Reading debate competition to be conducted more effectively, discussion and writing education must be activated in university liberal arts education, connection between subject and non-curricular subjects is necessary, and there is a need to select appropriate topics and designated books to increase student participation in the Reading debate competition. It was suggested that the role and participation of the audience in online space is necessary.

A Case Study on Linking Curriculum and Extracurricular Courses - Focusing on Debate Contest -

A Case Study on Linking Curriculum and Extracurricular Courses - Focusing on Debate Contest -

Restrictive rules of speechmaking as a tool to maintain party unity: The case of oppressed political conflict in German parliament debates on the euro crisis

In parliaments with party-centred rules of speechmaking, like the German Bundestag, we observe an overrepresentation of loyal frontbenchers on the speakers’ list. Previous research shows that party-controlled access to the plenary floor limits opportunities to voice dissent, but we lack empirical investigation of the overall impact on the contestation in debates. This article presents a case study of Bundestag debates on the euro crisis, which estimates the discursive impact by comparing speeches with MPs’ written expressions, known as explanations of vote (EoVs), and introducing association rule mining in an innovative network analytical approach. The findings confirm that restrictive rules reduce the visibility of intra-party conflict and constrain the space for coherent narratives, backbench concerns and political alternatives at an aggregate level, raising questions about the democratic functions of parliamentary debates. In this case, MPs use EoVs as an alternative channel to promote transnational solidarity in a European crisis.

The Logical Pattern of Argument: A Case Study of National University Debating Championship

In academic field, argument is an essential factor of understanding statements. In this regard, the present paper aims to analyse National University Debate Contest (NUDC) 2016 using Toulmin model argumentative structure and its relation with the implied meaning from National University Debate Contest. This paper employs descriptive qualitative analysis to examine the logical pattern of arguments through linguistic expressions that occurred in the debate. The data were taken from NUDC in Mercu Buana University focusing on (part 1) the statement of the government proponent (Bina Nusantara University) and the opposite speaker (Brawijaya University). The data were analysed using the Toulmin model of logical argument. The findings showed that the government opposite speaker very often made the rebuttal claim by showing the weaknesses from the government side; while the government proponent speaker has claimed almost in every pattern of argument proposed by Toulmin model. The paper concludes that both speakers’ patterns of argument have utilized Toulmin model such as claims, data, qualifiers, rebutting conditions, and warrants. Even though there are so many grammatical mistake and unwell-organized structure, but the logical structure can be analysed using Toulmin model.

외국어 토론대회의 현황과 과제: ‘전국 대학(원)생 러시아어 토론대회’를 중심으로

The purpose of this study is to examine the current status and meaning of the Undergraduate and Graduate students Russian Debate Contest Across the Country, which is celebrating its 12th anniversary this year, and to improve problems related to the contest. More specifically, the present study focuses on exploring what are necessary to achieve the desired goals of the contest, such as the development of Russian language and debate culture, the expansion of Russian base in Korea, and the proper distribution of Russian culture.<BR> What follows is the development of chapters. Chapter 1 attempts to establish the debate concepts and explores the debate theories. Chapter 2 compares and analyzes the history, operation methods, and themes of the English and Second Foreign Language Debate Contests currently held in Korea. Chapter 3 discusses the current status of the Russian Debate Contest in detail, compares it with the English and Second Foreign Language Debate Contests discussed in Chapter 2, and suggests the future direction to improve the Russian Debate Contest.

الطلبة الفصحاء في الكلام باللغة العربية من منظور علم المعاني :دراسة وصفية في معهد دار العلوم بانيوأنيار الاسلامي باميكاسان

The most representative indicator of the success of Arabic learning process is the fluency of the students’ speaking by using Arabic. This study aims to determine whether there are students who are fluent in spoken Arabic, to identify the students’ characteristics who are categorically fluent in spoken Arabic, to identify how students gain fluency in spoken Arabic based on Ma’ani science perspective. This is a descriptive qualitative study, the data collected by using interviews, questionnaires, and observation. The data sources were the preachers/teachers and the students who were active and had been active in the Arabic Language Center of Darul Ulum Islamic Boarding School of Banyuanyar. The results of this study revealed: First, students who are fluent in spoken Arabic were classified as fluent after studying Arabic for four months at the Arabic Language Center. Second, there are four indicators of students to be classified as fluent Arabic speakers, the first and the most representative indicator is the proficiency of students in Arabic debate contest in various themes, the second is students’ ability to converse using Arabic in many different situations, the third is the ability to talk using the original Arabic, and the fourth is the students’ ability in a Arabic speech. The way the students gain fluency in spoken Arabic is dependent on the personality of each student. The diligent students tend to have high spirit in practicing conversational Arabic, acquiring and learning Arabic, and also supported by strong intelligence, then they will acquire fluency in speaking Arabic.

The counterfeit presentment: an early 20th century model of intercollegiate debate as civic education

ABSTRACTThe relationship of intercollegiate debating to debating or argument as it occurs in civic spaces has always been a contentious issue since the start of competitive debates. In the early days of the communication field, William Hawley Davis and James M. O'Neill exchanged critiques of one another's view of the appropriate model for a debate contest. This essay suggests that Davis’ model of the “counterfeit presentment” serves as a much better form of debate than O'Neill's competition-based model. Re-examining the counterfeit presentment as a theory of intercollegiate debating gives us a complex pedagogy that prepares students for a civic space that is uncertain and where the standards for argument evaluation are unstable. I argue that Davis’ model makes debate a constitutive, rhetorical event that, instead of providing objective, clear standards for reasoned argument, confronts students with verisimilitude to arguments that hold sway in civic spaces.

The 2013 Curriculum Based Syllabus For Senior High School’s English Extracurricular Program

The study aimed at designing syllabus for English extracurricular in SMAN 1 Seyegan based on the 2013 Curriculum. This was Research and Development (R&amp;D) study using ADDIE model. There were five stages in conducting the research; (1) Analysis; (2) Design; (3) Development; (4) Implementation; (5) Evaluation. This study involved 15 students of ten graders who registered to English extracurricular program. To gain the Needs Analysis (NA), the researcher used observation, questionnaire, interview, and documentation. This study found a 2013 curriculum based syllabus using is matrix format. It consists of 21 units for two semesters; ‘Introduction’, ‘Greeting, meeting and parting’, ‘Self-Introduction’, ‘Compliment, ‘Caring’, ‘Past Time’, ‘Descriptive Text’, ‘Announcement Text’, ‘Introduction to Public Speaking’ ‘Speech’, ‘Storytelling’, ‘Indonesian Culture’, ‘Foreign Culture’, ‘Study Abroad’, ‘Writing a letter, ‘Debate Contest’, ‘Australasian Debate Style’, ‘British Debate Style’, ‘Vacation ’and 2 units for semester exam. It was appropriate with the 2013 Curriculum based on (1) an expert judgment from Mercu Buana University of Yogyakarta; (2) theFocus Group Discussion from English teacher and school principal of SMA N 1Seyegan; (3) the results of pre-test and post-test in two cycles which showed there was improvement. Based on the findings above, it is recommended for the further researcher to develop the designed syllabus into module for English extracurricular.

End of Consensus? The European Leadership Discourse of the Second Merkel Government during the Eurozone Crisis and Its Contestation in Debates of the Bundestag (2009−13)

This article investigates the political discourse on the resolution of the Eurozone of the second Merkel government and its political contestation in plenary debates of the Bundestag. The empirical part demonstrates the high relevance of normative arguments in the debate, both for the case made by the government parties for a Stability Union and related concepts of austerity and economic reform, and for the competing discourse by the opposition parties for investment and debt mutualisation in the Eurozone. Moreover, the analysis reveals that a strong value- and identity-based commitment to European integration continues to be supported by all political parties in the Bundestag. To conclude, the final section discusses party political and institutional factors to explain why the political contestation of the European leadership by the Merkel government in the Bundestag played only a very limited role at the federal election in September 2013.

Exploring Linguistic and Non-Linguistic Aspects of English Debate Participants’ Speech

The current study explored the linguistic and non-linguistic aspects of participants in an English debate contest. Further, the present study analyzed interviews in order to enlighten students’ perception on the use of English debate technique in the classroom and gather students’ suggestions for improving the current English debate system. For the research, the speaking samples of eight undergraduate students participating in a semi-final round of English debate contest were transcribed and analyzed line-by-line. Then, four semi-structured interviews, the purpose of which was to explore the participants`` perception on English debate, were also transcribed and analyzed. As T-unit analysis showed that the proportions of critical-error-free T-unit in total T-unit are from 0.79 to 1.00., students were likely to produce comprehensible sentences. Transcription analyses showed that participants committed a small number of illogical discourse and inappropriate use of similitude. Rather, the lack of interaction and inattentiveness to opponents were found to be critical as non-linguistic aspects. The current study ends up with the conclusion that workshop program for building up background knowledge about English debate is needed and that the preparation time need to be adjusted and constrained in consideration to the instructor’s aim.

Live report of the Academic Debate Contest Final at the 14th National Symposium for Young Geographers

Live report of the Academic Debate Contest Final at the 14th National Symposium for Young Geographers

A Case Study about “Debate Contest” in terms of Communication Education - Based upon Educating Experience in Sookmyung Women’s University

A Case Study about “Debate Contest” in terms of Communication Education - Based upon Educating Experience in Sookmyung Women’s University

Power in Transition: An Interdisciplinary Framework to Study Power in Relation to Structural Change

This article conceptualizes power in the context of long-term process of structural change. First, it discusses the field of transition studies, which deals with processes of structural change in societal systems on the basis of certain presumptions about power relations, but still lacks an explicit conceptualization of power. Then the article discusses some prevailing points of contestation in debates on power. It is argued that for the context of transition studies, it is necessary to develop an interdisciplinary framework in which power is explicitly conceptualized in relation to change. Subsequently, such a framework is presented, with reference to existing literature on power. Starting with a philosophical and operational definition of power, a typology is developed of the different ways in which power can be exercised, explicitly including innovative power and transformative power. Finally, the presented power framework is applied to transition studies, redefining pivotal transition concepts in terms of power and formulating hypotheses on the role of power in transitions. By doing so, the article not only offers an interdisciplinary framework to study power in the context of transition studies, but also contributes to power debates more generally by including innovation and transformation as acts of power, and thereby proposes a re-conceptualization of the relation between power and structural change.