Debating and its discontents

Farrow, Stephen

doi:10.1016/j.langcom.2005.10.002

Cited by 2 publications

(2 citation statements)

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“…Before delving deeper into the idea of using debates in the EFL classroom, it is worth noting that this ancient educational practice has long been embedded in Western culture, even if-at times-it has been the target of mockery and contempt (Farrow, 2006). Indeed, from the cradle of civilisation, debating has been significantly connected to education, philosophy, and politics.…”

Section: Why Debates?mentioning

confidence: 99%

“…The roots of modern academic debating can be traced back to 19 th century Britain. Farrow (2006) hints that the reason why debating did not really catch on in contemporary curricula is best illustrated by the confrontation between two Victorian giants, John Stuart Mill and Matthew Arnold. In 1859, Mill's On Liberty defended an education system based on debating.…”

Section: Why Debates?mentioning

confidence: 99%

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An argument for arguing: debates as a teaching and learning resource in the english classroom

Fernández¹,

Lasa-Alvarez²

2020

DIGILEC Rev Int Leng Cult

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Section: Why Debates?mentioning

confidence: 99%

Section: Why Debates?mentioning

confidence: 99%

An argument for arguing: debates as a teaching and learning resource in the english classroom

Fernández¹,

Lasa-Alvarez²

2020

DIGILEC Rev Int Leng Cult

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Cultural Translation of Debate in Korean

Hahn¹

2009

J. Univers. Lang.

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Transformational processes of borrowed speech activities are addressed since the topic of debate. Debate is rooted in Western political discourse, and is now situated in Korean discourse. This study examines debate in order to understand the concept and rules of speaking which govern that activity. Considering the popularity of debate in Korean, particularly in educational domains, it seems only natural to see how Korean language/culture compares with and has modified a Western-oriented activity. The motivation of this current study is as a response to a prior lack of effort to look at language from a broader context. This study attempts to apply the ethnography of communication to debate proposed by Hymes (1964;1972;1974). From the ethnographic approach to communication, speaking is inseparable from the context in which it takes place. The need to examine contextual factors is taken into consideration, and a set of components are identified to study language in use (i.e. setting, participants, keys, and norms). In this view, debate is analyzed as a cultural product. Findings reveal certain diverse features of 'Koreanized' debate. The language of Korean debate in expressing disagreement tends to be indirect. While agreement is directly expressed, disagreement is likely to be realized by means of disarmers and prefacing statements. The expression of oppositional opinion also becomes longer. 36 Cultural translation of debate in Korean

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Debating and its discontents

Cited by 2 publications

References 1 publication

An argument for arguing: debates as a teaching and learning resource in the english classroom

An argument for arguing: debates as a teaching and learning resource in the english classroom

Cultural Translation of Debate in Korean

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