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THE DEBATE AS THE TECHNOLOGY OF COMMUNICATIVE SPEECH COMPETENCE
FORMING OF PUPILS
N. Yu. Nezhurina, E. P. Komarova
This paper explores the debate as the technology of communicative speech competence forming of pupils, reveals the structure of the debate and the algorithm
Key words: debate, technology, communicative speech competence, forming
The processes of internalization and globalization of education are accelerating, close international cooperation and competence approach in education require further development in the field of formation of communicative speech competence, which enables learners to communicate with the representatives of other cultures and in its turn is the foundation of self-education while travelling and studies aboard.
In Russian the processes of internalization and globalization of education is reflected in the following programs "State Strategy in Youth Policy of Russian Federation until 2016 года, Federal Framework for Development of Education 2011-2015, Strategy of Innovative Development of Russian Federation until 2020». The changes are also reflected in the Federal Standards for secondary education.
Under these conditions, the focus on the learner's personality as the subject of the dialogue of cultures gains particular significance, which means extra effort on the development of such personal qualities in a competent creative specialist as the ability to adapt to ever changing situations and decision making. Foreign language learning is equally important in the formation of the following personal qualities: mobility, creativity, innovative open-mindedness, perception of other cultures and effective interaction with their representative during international cooperation.
In connection with above mentioned, the focus on the learner's personality as the subject of the dialogue of cultures is impossible without the innovative technologies, one of which is the debate technology. This technology is designed to teach the culture of verbal communication, communicative speech forms of business communication, different genres and means of verbal effects on the recipient. [7,8]
The analysis of psychological and pedagogical literature (Е.Г. Калинкина, М.В. Кларин, М.В. Короткова, О.Л. Петренко, Т.В. Светенко, Н.Е. Щурова) shows the definition of the term 'debate' in the educational context, for example:
• it is a competition of arguments and wording, formal discussion with rules and the theme given [1].
Нежурина Надежда Юрьевна - ВГТУ, аспирант, e-mail: nezhurinanadezda@mail.ru
Комарова Эмилия Павловна - ВГТУ, д-р пед. наук, профессор, e-mail: vivtkmk@mail.ru, тел. 4732531081
• it is a game with strict rules and focus on revealing the truth, where votes of participants and the level of speaking skills count. [2].
• it is an exchange of opinions under the principles of fair play, respect to an opponent and the principle of no-losers [3].
• it is a way to teach communication skills, which include skills to work with written sources, skill to lead in the discussion, to prove the point of view because the opposite view has right to exist. [4].
• it is a method of thought-provoking and creativity stimulation, when it comes to present one's own point of view [5].
• it is a form of a teaching session which is arranged to get new information or skills and to advance the existing knowledge at a new level [6].
Based on the studies by various researchers (EX. Eecna^bKO, M.B. K^apm, r.K. Ce^eBKo), it is possible to speak of classical and modified debates Classical debates are arranged in the format of a team competition (Karl Popper Format) and in the format of a parliamentary session (Parliamentary Format). Modified debates include some elements of classical debates such as the definition (interpretation) of the theme, a case of arguments and evidence, cross-examination on behalf of "experts", cross-examination on behalf of "supporting audience", reduction of time limits, the certain variation of a role of a teacher (a adjudicator, an expert, a timekeeper). The current interest to debates as a new educational technology is determined by increasing interest to technological approach in education. It was possible to determine the structure of debates: definition (clarification) of the theme, an affirmative side, a negative side, arguments, supporting evidence (relevant/irrelevant), cross examination (clarifying questions, refuting questions), attitude to a speaker (favorable, neutral, unfavorable). It was also possible to specify the algorithm for the debates: Ebmoipa6oTaHaOTopHTMnpoBegeHHage6aroB:
• theme clarification;
• team formation;
• role distribution in a team;
• preparation tasks;
• case arrangement;
• summary.
Thus, the debate can be regarded as formalized training, which is arranged in the form of preplanned speeches of participants with the opposing grounds. The
debate technology is aimed at the complex development of the following competences (skills):
1. General cultural background (motivation to learning a foreign language);
2. Intellectual development including critical thinking, skills to generalize analyze, specify;
3. Organizational skills (collect, select, estimate information);
4. Creative skills (individual approach to the problem and its solution);
5. Communicative skills (tolerance to different views, concepts, values, team cooperation and management, speaker's skills).
To achieve the goals indicated above, we have written a textbook titled «Debates: formats, patterns and ways of their development" which includes 8 units. As an illustration, we will have a close look at one of the units called Written vs Unwritten Constitutions which includes the sections: Pre-reading activity; After reading activity; Comprehension activity.
Comprehension activity is designed to introduce a parliamentary format (based on the debates in the British Parliament). A common feature of a parliamentary debate - the points of information - is shown in the extract below.
Further practice
You are going to practice the points of information. Study the strategies expressed below.
Strategy 1 Seeking understanding:
You need to know what the other side is talking about. Forexample:
• You said that you think it is a good idea for the United States to send peacekeeping troops to the Middle East. How many troops and to which countries will they go?
• You argued that television is a bad influence on children. Which TV programs are you describing? Alltelevisionprograms, includingnewsprograms?
Strategy 2 Making issues clear: You do not have to challenge all your opponent's arguments. Focus your attention on the important issues about which you disagree. For example: if the topic were lowering the voting age to sixteen, you might agree that getting more people to vote is a good idea. Then you can concentrate on the issue of having 16 and 17-year-olds vote.
• Can you agree that voting is a good idea and more people should vote?
Strategy 3 Advancing Your Own Arguments: You can use POIs to set up later arguments. For example: "You claimed that increased prosecution of drug offenses will reduce drug use. That's not the case;
it's never been true. Every time the government increases penalties, drug use and drug crime increase".
Strategy 4Making your opponent confused: you may deceive you opponent about the line of arguments. For example: your opponent proves the case that the government should expand school breakfast and lunch.
• "The state breakfast and lunch doesn't provide a well-balanced diet. Itdoesn'tincludedairy, doesit?"
• Your opponent responds "Yes, it does include dairy. It provides all necessary components of daily nutrition.
• You explain "Dairy products reduce immunity to bacterial infections because farmers add antibiotics to livestock feed. As a result, eating dairy products lead to the devotement of serious infections in the future".
Strategy 5 undermining Your Opponent's Argument: use POIs to prove that your opponents' arguments don't make sense or have no factual support. Forexample:
• You have made the claim that the sale of organs for donation should be legalized because it will reduce the shortage of organs. But it will kill the medical insurance because it will make patients pay twice.
Task 1 Prepare speeches (3 minute) for or against the following motions and deliver them in class. Askyourclassmatestopracticethepointsofinformation.
• This House would tax the monarchy.
• This House would dissolve the House of Lords.
• This House would abolish the Commonwealth.
• The Government should adopt a program of compulsory health insurance for all citizens.
• This House would introduce proportional representation in Britain.
• This House would privatize the BBC.
• This House would ban all private donations to political parties.
Task 2. Suppose you are given the motion "This House would give Britain a written constitution". Divide the class into 2 teams ("the Government" and "the Opposition"). Appoint the first proposition speaker who shall be referred as the Prime Minister and the first opposition speaker who shall be referred as the Leader of the Opposition.
You may also want to appoint the chair or presiding adjudicator who shall be referred to as Mister or Madam Speaker (this pole may be played by a teacher as well). All remarks are addressed to the chair or presiding adjudicator NOT the other debaters.
For more details, see the table below
Speakers Time Functions
thePrimeMinister 7 минут 1st and 7th minutes are protected time Define the motion of the debate. Propose a course of action and support it with philosophical, practical and consequential arguments (benefits)
the Leader of the Opposition. 7 минут 1st and 7th minutes are protected time Respond to the interpretation of the motion Respond to the main arguments of the proposition You can use the following techniques 1. The problem doesn't exist
2. The importance of the problem is exaggerated 3. The proposed decision won't work 4. Cost and benefits are not well proportioned
Deputy Prime Minister (2nd speaker) 7 минут 1st and 7th minutes are protected time Respond to arguments of the opposing speaker. Extend the case and add new arguments. Maintain their relevance during the debate.
Deputy Leader of the Opposition (2nd speaker of the Opposition) 7 минут 1st and 7th minutes are protected time Respond to the case extension Focus on the refutation
Member for the Government (3rd speaker) 7 минут 1st and 7th minutes are protected time Focus on new facts and examples. Maintain their relevance during the debate.
Member for the Opposition (3rd speaker of the Opposition) 7 минут 1st and 7th minutes are protected time The most difficult moment of the debate. Respond to the opposing speaker. Highlight the weakest point of the government and focus on the costs rather than the benefits. Questionthereasonsofthegovernment.
GovernmentWhip (4thspeaker) 7 минут Rebuttal speeches. No more new arguments
OppositionWhip (4th speaker) 7 минут Rebuttal speeches. No more new arguments
For practical reasons, the teacher or the presiding adjudicator may reduce the speaking time keeping in mind the protected time.
The judges fill in the flow sheet (see the Appendix) and set the points.
Task 3. For further practice, use the motions given in task 11.
The extract from the textbook given above illustrates how debate technology applied at English lessons permits:
1. To structure one's speech, formulate ideas, spontaneously select necessary linguistic means;
2. To develop communicative skills such as listening, speaking, reading, writing;
3. To write palm cards, other forms of written notes, select quotations, fix structure of speech;
4. To debate using different time structures: express-debates (a speaker presents a mini speech at the end of which the opponents ask questions, for example points of information or cross examination), mini-debates, speakers' competitions. To sum up, we may underline that debates can be regarded as the efficient technology based on different debate formats which serves one common goal to prepare learners of English to independent practical implementation of English in different communicative situations.
Literature
1. The Merrian - Webster - Dictionary // Merrian - Webster, / 1998 - 720 pp.
2. Zalevski M. Using Debate in Second Language Teaching // International Debate Association - 2004. Vol I, - Issue 2.- pp 32-41
3. Пассов Е.И. Коммуникативное иноязычное образование: концепция развития
индивидуальности в диалоге культур - Липецк: ЛГПИ, 2000 г. - 204 с.
4. Галицких Е.О. Диалог в образовании, как способ становления толерантности. - М. : Академический проспект, 2004 г. 240 с.
5. Гурвич П.Б. Основы обучения устной речи на языковых факультетах - Владимир, 1972 г. - 156 с.
6. Вахрушева Л.Н., Савинова С.В. Дебаты в системе методической работы в школе // Справочник заместителя директора школе - 2009 -№1 - 21-31 с.
7. Нежурина Н.Ю., Комарова Э.П. Специфика формирования коммуникативно-речевой компетенции на основе дебатной технологии. // Вестник Воронежского государственного технического университета, - Воронеж , 2013, т.9, №5.2, с 80-85
8. Нежурина Н.Ю., Комарова Э.П. Технология Организации и проведения дебатов в процессе формирования коммуникативно-речевой компетенции. // Вестник Воронежского государственного технического университета, -Воронеж , 2014, т.10, №3.2, с 171-174.
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THE DEBATE AS THE TECHNOLOGY OF COMMUNICATIVE SPEECH COMPETENCE
FORMING OF PUPILS
N. Yu. Nezhurina, E. P. Komarova
This paper explores the debate as the technology of communicative speech competence forming of pupils, reveals the structure of the debate and the algorithm
Key words: debate, technology, communicative speech competence, forming
