Why and How EFL Students Learn Vocabulary in Parliamentary Debate Class

Autor/inn/en	Aclan, Eunice M.; Aziz, Noor Hashima Abdul
Titel	Why and How EFL Students Learn Vocabulary in Parliamentary Debate Class
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 1, S.102-113 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Instruction; Vocabulary Development; Debate; Qualitative Research; Focus Groups; Teaching Methods; Language Proficiency; Instructional Effectiveness; College Students; Foreign Countries; Foreign Students; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Wortschatzarbeit; Debating; Streitgespräch; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Collegestudent; Ausland
Abstract	Vocabulary, the backbone of any language including English, is foundational for listening, speaking, reading and writing. These four macro-skills are necessary not only in gaining knowledge as English is the language to access major information sources particularly the World Wide Web but also in the demanding globalized workplace. Vocabulary is seen to be learned better when it is contextualized thus language teachers should design communicative activities such as debate. However, debate, being more known as a competitive rather than a classroom activity worldwide, has not been explored yet for its potential to develop vocabulary among EFL/ESL students although it has been identified for its power in developing communication skills in general as well as critical thinking and other soft skills. Thus, this qualitative study was conducted to explore why and how EFL students learn vocabulary in classroom debate. The data were gathered through end-of-course evaluation and focus group interview with seven participants from the Middle East, African and ASEAN countries. The findings show that students learned vocabulary due to debate's interactive nature requiring contextualized and meaningful language use from preparation to actual debate. EFL students described how they learned vocabulary through debate which has implications for SLA and language teaching. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01