The Link Between Argumentative Discourse and Spoken Fluency

dc.creator	Osorno Fallas, Danny Alexander
dc.date.accessioned	2020-09-24T19:19:25Z
dc.date.available	2020-09-24T19:19:25Z
dc.date.issued	2019-11-25
dc.identifier.uri	https://hdl.handle.net/10669/81638
dc.description.abstract	The objective of this study is to analyze the effectiveness of the systematic instruction of argumentative discourse in assisting English as a second language (ESL) students of the University of Costa Rica (UCR) in developing spoken fluency at a B2 level in LM-1361, Communication and Pronunciation Techniques II. For this purpose, 21 former LM-1361 students were surveyed and 2 course instructors were interviewed. The findings of this study suggest that the instruction of argumentative discourse in LM-1361 through the use of class discussions, impromptu debates, and persuasive speeches has allowed a number of third-year ESL students to successfully overcome basic spoken fluency issues such as limited vocabulary, double utterances, and blank mind.	es_ES
dc.language.iso	en_US	es_ES
dc.subject	Teaching	es_ES
dc.subject	Spoken fluency	es_ES
dc.subject	Argumentative discourse	es_ES
dc.title	The Link Between Argumentative Discourse and Spoken Fluency	es_ES
dc.type	documento de trabajo
dc.description.procedence	UCR::Vicerrectoría de Docencia::Artes y Letras::Facultad de Letras::Escuela de Lenguas Modernas	es_ES