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Purpose -The purpose of this paper is to empirically examine if training through debates can be used as a rationale to enhance learning skills. In particular, it investigates whether debating can be useful in developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth). The research validates some of the previous findings and argues that integration of debates into a curriculum enhances learning. Design/methodology/approach -Third-year undergraduate students participated in this exercise. The University invited the United Nations Association to administer their model conference that involved debating. A survey questionnaire was distributed to the students. Given that the sample was small, the data were analysed using cross tabulations. Findings -The research found that learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth) were statistically significant. Not all students reflect a positive attitude to debating. Research limitations/implications -Knowledge can be conceived as being based on intersubjective reasoning processes that students are likely to adopt. This is dependent on how students want to learn, as they have different learning approaches, expectations, motivations, and meta-cognition. Practical implications -The implications of these findings are essential for training, learning, and open opportunities for further research. Originality/value -Findings from this study demonstrate quite clearly that debating is statistically significant on several learning outcomes that are desirable for graduate capabilities and learning processes.
Purpose -The purpose of this paper is to empirically examine if training through debates can be used as a rationale to enhance learning skills. In particular, it investigates whether debating can be useful in developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth). The research validates some of the previous findings and argues that integration of debates into a curriculum enhances learning. Design/methodology/approach -Third-year undergraduate students participated in this exercise. The University invited the United Nations Association to administer their model conference that involved debating. A survey questionnaire was distributed to the students. Given that the sample was small, the data were analysed using cross tabulations. Findings -The research found that learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth) were statistically significant. Not all students reflect a positive attitude to debating. Research limitations/implications -Knowledge can be conceived as being based on intersubjective reasoning processes that students are likely to adopt. This is dependent on how students want to learn, as they have different learning approaches, expectations, motivations, and meta-cognition. Practical implications -The implications of these findings are essential for training, learning, and open opportunities for further research. Originality/value -Findings from this study demonstrate quite clearly that debating is statistically significant on several learning outcomes that are desirable for graduate capabilities and learning processes.
Studenti informačních technologií (IT) jsou specifickou diskurzní komunitou, jejíž mluvený projev v odborném anglickém jazyce (OAJ) převažuje na všech úrovních jejich vysokoškolského studia a budoucích pracovních aktivit v nadnárodním IT sektoru. Pragmatická kompetence studentů IT je při realizaci komunikačních funkcí nezbytná pro jejich efektivní komunikaci v akademickém a globálním pracovním prostředí, proto je důležité tento aspekt jejich jazyka systematicky a pečlivě zkoumat. Tato studie se zabývá řečovými akty a modifikací výpovědní síly studenty IT ve strukturovaných debatách o kontroverzních otázkách souvisejících s jejich studijním oborem. Strukturované debaty jsou založeny na spontánní komunikaci studentů a jejich okamžitých reakcích, proto se zdají být vhodným nástrojem pro získání vzorků studentského jazyka. Analýza řečových aktů, intenzifikátorů a modalizátorů byla provedena manuálně a prostřednictvím korpusové analýzy přepsaných debat ve Sketch Engine. Analýza odhalila, že studenti používali širokou škálu řečových aktů a různé intenzifikátory a modalizátory pro intenzifikaci a oslabení výpovědní síly. Způsoby, jakými studenti IT používali intenzifikátory a modalizátory, reflektují, jak předpokládají a sdílejí ve své diskurzní komunitě odborné znalosti a zkušenosti.
Information technology (IT) professionals are a specific discourse community whose oral communication in English as a second language (ESL) predominates at all levels of workplace activities in the multinational IT sector. Since IT students’ pragmatic competence in performing communicative functions is essential for their effective communication in an academic setting and a global work environment, it is important to investigate this aspect of their language systematically and carefully. This paper focuses on IT students’ speech acts and the ways they modify the illocutionary force while participating in in-class debates. The analysis revealed that students used a wide range of speech acts and different metadiscourse markers for both increasing and reducing the illocutionary force. The ways IT students used boosters and hedges also reflect how they assume and share their professional knowledge and experience in their discourse community.
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