本書有DRM加密保護,需使用HyRead閱讀軟體開啟
  • English debate and argumentation made easy for Chinese FEL learners
  • 點閱:85
  • 作者: 常紹如(Shau-Ju Chang)編著
  • 出版社:文鶴
  • 出版年:2016[民105]
  • ISBN:978-986-147-753-4 ; 986-147-753-5
  • 格式:PDF
  • 版次:修訂初版
  • 附註:含附錄 修訂版 內容為英文
租期14天 今日租書可閱讀至2021-02-03

This book results partially from a multi-year research project (entitled “Incorporating Debate-related Training into High School English Curriculum”) I conducted from 2007 to 2010 under the sponsorship of National Science Council (now called Ministry of Science and Technology), and partially from my years of experience in teaching English debate to college and high school students in Taiwan. As a teacher, researcher and judge of English debates, I know well the educational values debate holds for learners of English at all levels in advancing their basic language skills, public speaking, critical thinking, organization and researching abilities. At the same time, I am also highly cognizant of the challenges Chinese EFL learners face when engaged in such a culturally unpopular and unfamiliar oral activity, and am convinced that these challenges need to be pointedly addressed if we are ever to see our students benefit from the merits of English debate and thrive in their future academic and professional lives.
It is in that conviction that the book English Debate and Argumentation Made Easy for Chinese EFL Learners was born. The book is arranged into three sections: Generic Critical Thinking Skills, Argumentative Discourse Skills, and Debate Basics. I consider the critical thinking skills included in the book “generic” because I see them as prototypical skills that can be applied to myriad tasks entailing critical thinking. Argumentative discourse skills, on the other hand, are intended to cultivate learners’ linguistic competence in argumentation. Here critical thinking and argumentative discourse skills are seen as the two categories of skills that constitute the essence of any form of argumentation. As a step further, materials included in Debate Basics are, however, geared toward preparing students for a more formal and advanced form of argumentation, specifically competitive policy debate. The arrangement of the book thus facilitates students of different English proficiency levels in learning argumentation. For the low- and intermediate-level learners, units in sections I and II will meet their needs.
For the high level learners and particularly those who are to undertake competitive debate, after finishing units in sections I and II, units in section III are useful in providing a simple but clear blueprint for the essential knowledge and skills entailed in competitive English policy debate.
Generic Critical Thinking Skills
This section is divided into six units. They are sequenced in an order I consider most conducive to students’ learning of critical thinking skills. The section starts with helping students distinguish facts from opinions. It then teaches them how to detect and clarify vagueness or ambiguity in meaning. By now, students are ready to learn the basic ARE (Argument = Assertion + Reasoning + Evidence) structure of an argument. From there, two types of argument—inductive and deductive—and their respective subtypes are introduced. Just as it is important to learn sound reasoning, it is essential to guard against faulty reasoning. Common fallacies are included and expounded. To further explore the other component of an argument, there is also a unit on use of evidence. Different types of support, guidelines for using and testing the support, and language for expressing the support are addressed.

Argumentative Discourse Skills
Seven discourse skills fundamental to conducting argumentation are included in this section, and they are Soliciting and Expressing Opinions, Using Fillers and Disclaimers, Using and Challenging Reasons and Support, Agreeing, Disagreeing, Questioning, and Refuting. Useful expressions are introduced for each discourse skill. Among the seven skills, I consider disagreeing, questioning, and refuting more deserving of attention, particularly for students from collectivistic cultures who are lacking practice of those skills. Living in a group-oriented society where harmony is emphasized and confrontation avoided, students there have been cultured to openly agree but keep disagreement in check. Living in such a society, it is also no surprise that they are discouraged to delve into matters with multiple questions or challenge others’ opinions and thus run the risk of being seen as a dissident or boat-rocker. Guided by the perception that westerners are more direct, students from these collectivistic cultures overcompensate for their indirectness, and were often found to fail to use disclaimers and thus come across as insensitive or impolite. Because of these reasons, I suggest that the rationale behind these units be made explicit and heightened for students so as to strengthen their incentive to learn those discourse skills. While the generic critical thinking units are better approached in a certain order, the discourse skills, however, can be taught in whichever sequence you see suitable for your students. Following these seven discourse skills are some integrated exercises where learners can put into practice the verbal expressions they have acquired.
Debate Basics
To familiarize students with the most fundamental concepts and to equip them with the most basic skills for competitive policy debate, nine indispensable units were put together for preparing students for competitive policy debate. The section sets off with basic concepts such as wording Debate Propositions, and Sock Issues and Prima Facie Cases. It then moves on to address the structures and strategies of Affirmative and Negative Cases. The unit on Content and Language of Debate Speeches is composed specifically for acquainting EFL students with the content, organization and unique discourse found in debate speeches. Equally pivotal and challenging for EFL learners when engaged in English debate are the tasks of cross-examination and refutation. To help them ask and respond to questions and refute arguments, two units were constructed: one on Guidelines, Techniques and Language of Cross-examination and the other on Guidelines and Language of Refutation. Knowing how shortchanged students maybe in their research skills, a unit, Research for Debate, was also designed to familiarize them with basic knowledge and tools for conducting research, which in this case, refers primarily to searching and gathering information. The remaining three units in this section, i.e., Evidence Cards, Briefing, and Flowing, all pertain to specific techniques unique to competitive debate. Evidence cards and briefing are meant to teach student show to organize and outline the information concerning the debate proposition, and flowing, how to take notes during the debate.
Meeting the Needs of Chinese EFL Learners
This book results partially from a multi-year research project (entitled “Incorporating Debate-related Training into High School English Curriculum”) I conducted from 2007 to 2010 under the sponsorship of National Science Council (now called Ministry of Science and Technology), and partially from my years of experience in teaching English debate to college and high school students in Taiwan. As a teacher, researcher and judge of English debates, I know well the educational values debate holds for learners of English at all levels in advancing their basic language skills, public speaking, critical thinking, organization and researching abilities. At the same time, I am also highly cognizant of the challenges Chinese EFL learners face when engaged in such a culturally unpopular and unfamiliar oral activity, and am convinced that these challenges need to be pointedly addressed if we are ever to see our students benefit from the merits of English debate and thrive in their future academic and professional lives.
It is in that conviction that the book English Debate and Argumentation Made Easy for Chinese EFL Learners was born. The book is arranged into three sections: Generic Critical Thinking Skills, Argumentative Discourse Skills, and Debate Basics. I consider the critical thinking skills included in the book “generic” because I see them as prototypical skills that can be applied to myriad tasks entailing critical thinking. Argumentative discourse skills, on the other hand, are intended to cultivate learners’ linguistic competence in argumentation. Here critical thinking and argumentative discourse skills are seen as the two categories of skills that constitute the essence of any form of argumentation. As a step further, materials included in Debate Basics are, however, geared toward preparing students for a more formal and advanced form of argumentation, specifically competitive policy debate. The arrangement of the book thus facilitates students of different English proficiency levels in learning argumentation. For the low- and intermediate-level learners, units in sections I and II will meet their needs.
For the high level learners and particularly those who are to undertake competitive debate, after finishing units in sections I and II, units in section III are useful in providing a simple but clear blueprint for the essential knowledge and skills entailed in competitive English policy debate.
Generic Critical Thinking Skills
This section is divided into six units. They are sequenced in an order I consider most conducive to students’ learning of critical thinking skills. The section starts with helping students distinguish facts from opinions. It then teaches them how to detect and clarify vagueness or ambiguity in meaning. By now, students are ready to learn the basic ARE (Argument = Assertion + Reasoning + Evidence) structure of an argument. From there, two types of argument—inductive and deductive—and their respective subtypes are introduced. Just as it is important to learn sound reasoning, it is essential to guard against faulty reasoning. Common fallacies are included and expounded. To further explore the other component of an argument, there is also a unit on use of evidence. Different types of support, guidelines for using and testing the support, and language for expressing the support are addressed.
Argumentative Discourse Skills
Seven discourse skills fundamental to conducting argumentation are included in this section, and they are Soliciting and Expressing Opinions, Using Fillers and Disclaimers, Using and Challenging Reasons and Support, Agreeing, Disagreeing, Questioning, and Refuting. Useful expressions are introduced for each discourse skill. Among the seven skills, I consider disagreeing, questioning, and refuting more deserving of attention, particularly for students from collectivistic cultures who are lacking practice of those skills. Living in a group-oriented society where harmony is emphasized and confrontation avoided, students there have been cultured to openly agree but keep disagreement in check. Living in such a society, it is also no surprise that they are discouraged to delve into matters with multiple questions or challenge others’ opinions and thus run the risk of being seen as a dissident or boat-rocker. Guided by the perception that westerners are more direct, students from these collectivistic cultures overcompensate for their indirectness, and were often found to fail to use disclaimers and thus come across as insensitive or impolite. Because of these reasons, I suggest that the rationale behind these units be made explicit and heightened for students so as to strengthen their incentive to learn those discourse skills. While the generic critical thinking units are better approached in a certain order, the discourse skills, however, can be taught in whichever sequence you see suitable for your students. Following these seven discourse skills are some integrated exercises where learners can put into practice the verbal expressions they have acquired.
Debate Basics
To familiarize students with the most fundamental concepts and to equip them with the most basic skills for competitive policy debate, nine indispensable units were put together for preparing students for competitive policy debate. The section sets off with basic concepts such as wording Debate Propositions, and Sock Issues and Prima Facie Cases. It then moves on to address the structures and strategies of Affirmative and Negative Cases. The unit on Content and Language of Debate Speeches is composed specifically for acquainting EFL students with the content, organization and unique discourse found in debate speeches. Equally pivotal and challenging for EFL learners when engaged in English debate are the tasks of cross-examination and refutation. To help them ask and respond to questions and refute arguments, two units were constructed: one on Guidelines, Techniques and Language of Cross-examination and the other on Guidelines and Language of Refutation. Knowing how shortchanged students maybe in their research skills, a unit, Research for Debate, was also designed to familiarize them with basic knowledge and tools for conducting research, which in this case, refers primarily to searching and gathering information. The remaining three units in this section, i.e., Evidence Cards, Briefing, and Flowing, all pertain to specific techniques unique to competitive debate. Evidence cards and briefing are meant to teach student show to organize and outline the information concerning the debate proposition, and flowing, how to take notes during the debate.
Meeting the Needs of Chinese EFL Learners
In addition to its unique designing philosophy, the book has also employed other techniques to meet the needs of Chinese EFL learners when learning about English argumentation. A good number of examples, for instance, were provided to help students grasp the ideas or concepts in each unit more easily. To render the learning process more fun and meaningful, topics and issues of greater interest and relevancy to students were chosen, and peer performances from real-life debate competitions were modified and incorporated into the book. For the purpose of practice and assessment, exercises of various levels of difficulty were constructed to meet the needs of students from different levels of proficiency. Teachers can select the right level of exercise for their students as class activities or homework assignments. Finally, a sample debate transcript is included in the appendix as a commendable model for students to follow. Along with the debate transcript is a DVD with students who graduated from the English Department of National Taiwan Normal University re-enacting the whole debate as well as my ruling of the debate.


  • Section I Generic Critical Thinking Skills(第1頁)
    • Unit 1 Facts and Opinions(第3頁)
    • Unit 2 Definition and Meaning of Words(第10頁)
    • Unit 3 Argument Structure(第17頁)
    • Unit 4 Types of Argument(第22頁)
    • Unit 5 Strong vs. Weak Reasons(第35頁)
    • Unit 6 Common Fallacies(第40頁)
    • Unit 7 Types and Test of Evidence(第54頁)
  • Section II Argumentative Discourse Skills(第62頁)
    • Unit 8 Soliciting and Expressing Opinions(第63頁)
    • Unit 9 Filler and Disclaimer(第68頁)
    • Unit 10 Introducing and Challenging Reasons and Support(第72頁)
    • Unit 11 Agreeing(第82頁)
    • Unit 12 Disagreeing(第85頁)
    • Unit 13 Questioning(第91頁)
    • Unit 14 Refuting(第99頁)
    • Unit 15 Integration of Argumentative Discourse Skills(第106頁)
  • Section III Debate Basics(第119頁)
    • Unit 16 Debate Propositions(第121頁)
    • Unit 17 Stock Issues and Prima Facie Cases(第128頁)
    • Unit 18 Affirmative and Negative Cases(第135頁)
    • Unit 19 Content and Language of Debate Speeches(第148頁)
    • Unit 20 Guidelines, Techniques and Language of Cross-examination(第160頁)
    • Unit 21 Guidelines and Language of Refutation(第181頁)
    • Unit 22 Research for Debate(第193頁)
    • Unit 23 Evidence Cards(第199頁)
    • Unit 24 Briefing(第209頁)
    • Unit 25 Flowing(第221頁)
  • Appendix(第235頁)
    • Sample Debate(第237頁)
    • Useful On-line Debate Resources(第254頁)
  • Answer Key(第A-1頁)
    • Section I Generic Critical Thinking Skills(第A-7頁)
    • Section II Argumentative Discourse Skills(第A-23頁)
    • Section III Debate Basics(第A-45頁)
紙本書 NT$ 460
單本電子書
NT$ 322

點數租閱 20點
租期14天
今日租書可閱讀至2021-02-03
還沒安裝 HyRead 3 嗎?馬上免費安裝~
QR Code