This study considers the effect of -teaching applying TV debates on reducing -writing anxiety of learners in a social setting where tests are being stressed and more effective -teaching in public school is needed. Reducing -w...
This study considers the effect of -teaching applying TV debates on reducing -writing anxiety of learners in a social setting where tests are being stressed and more effective -teaching in public school is needed. Reducing -writing anxiety enables learners to approach -writing more easily by motivating learners. Introduction of TV debates in class will allow students to learn how to structure their own arguments. Not only in class but in a normal setting is it also expected for learners to watch TV debates with a critical view and to fabricate their own opinions logically. This study aims to prove a class designed for learners who are familiar with rapidly changing images and viewing in the era of images has positive effects on writing as well as viewing.
To design an -writing class applying TV debates as a test model, Stephen Toulmin’s argument model and Professor of Pohang University of Science and Technology, Byeongwon Kim’s 6-step argument for debate were premised. Though traditionally deduction and induction as supplements for each other have till now been used in the center of logics, these two reasonings respectively have limitations in practical value. Toulmin’s argument model thus emerged in need of practical logic. While Toulmin’s model is made up of a premise and a conclusion, its layout includes warrant, backing, qualifier, rebuttal, etc. The strong point of this model is that it includes ‘warrant’ in a premise as an explanation of the process and shows each step of logical thinking. However, it is unreasonable to apply this model as a sole learning method based on one interpretation since there are different views on ‘warrant’. On the other hand, Kim’s 6-step argument is applicable consistently in that, since Kim is a native-Korean speaker, there are little conflicts on interpretation and applying, contrary to Toulmin’s model. Furthermore, as Kim’s 6-step argument includes the exceptional clause of ‘rebuttal’ suggested in Toulmin’s model and acknowledges ‘objection-breaking’ as a specific step, Kim’s model is expected to help learners to write an in a wider view.
The following is the theoretical premise of a TV debate. As democracy has been widespread rapidly in Korean society, the number of debating on common issues in public has increased as well. It is obvious that this change will affect writing in a positive way. In this aspect, if one can add logicality to and organize one’s own opinion, debating itself can be an excellent argumentation material. What can activate and spread debating culture is media including TV and newss. Especially debate programs dealing with current events put public issues on the table drawing both intellectuals and the general public to participate in and make discussions together. Through this, learners establish prominent arguments and become independent selves of reasonable thinking.
The following is a theoretical premise of -writing anxiety. As the reasons of writing anxiety, researchers indicate anxiety caused by an individual’s recognition, writing ability, and evaluation of writing. This study is focused especially on ‘-writing anxiety’ among them. That is to awaken that, given the social atmosphere, the pressure of writing which attributes to the raging entrance examination interrupts learners’ access to learning -writing and to find more efficient method of access. As a method to measure anxiety of -writing, the thesis of Kyung-a Jung of Kunkuk University was used.
Based on this, two classes from a girls’ high school in Jung-gu, Seoul were selected as experiment units and the effect of -teaching applying TV debates was inspected. As an advance test, anxiety level of -writing was measured which took the entire first-year students of the school as subjects. From the result of the test, two classes, Late-achievement class and Class 1-5, which showed similar results were finally chosen as an experimental group and a controlled group respectively. For the first week, 2 lessons were assigned to teach the basic notions of -writing. During the next 5 lessons, the experimental group were taught a class which applied EBS live debate cafe and EBS Odyssey of truth, Debate in Korean. Meanwhile, the 5 lessons for the controlled group were designed differently from the experimental group to teach in a similar way with Byeongwon Kim’s 6-step argument for debate, which provides written material only. In the last class, by asking both groups a simple question, quality differences in a writing process such as readiness and positiveness in writing were assessed. After one week, by measuring anxiety of -wring as an ex post facto test, it was confirmed whether there was any change in anxiety level of the experimental group.
Consequently the anxiety level of writing of learners who belonged to the experimental group was considerably decreased compared to the past. In questionnaires, learners replied that the -writing class which used images was more interesting and encouraging than the class which only provided printed material. In case of the controlled group, however, the anxiety level of learners barely showed change compared to the advance test. This experiment showed that lessons which induced learners to write and read in the process of learning -writing did not reduce learners’ pressure and anxiety of writing. In the long term, this may cause fatigue in learning by lessening interest in writing and making learners feel no difference of instruction with other classes.
In sum, based on the experiment carried out in this research, to consider learners’ tastes and tendency in designing an -writing class can improve the effect of -writing class because it removes a learner’s anxiety in -writing.
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