Complications in Teaching Argumentative Speech to Students in Grades 8–9.

Buribayeva , Aziza

Мактабгача ва мактаб таълими · 2025-yil

Annotatsiya

The article explores the theoretical and methodological foundations of teaching oral argumentative speech to8th–9th grade students in English classes. It reveals that argumentation is a complex cognitive and communicative processcombining linguistic, logical, psychological, and sociocultural components. The author identifies the key difficultieslearners encounter in mastering reasoned speech–such as ambiguity of lexical meaning, insufficient logical coherence,lack of argumentative strategies, and limited vocabulary for expressing cause–effect relationships. Drawing on the worksof Elukhina (1996), Budden (2007), Mayfield (2014), and Hasibuan et al. (2020), the study classifies the main types oferrors in students’ argumentative speech and correlates them with linguistic and psychological factors. A comprehensivetypology of challenges–linguistic, sociocultural, logical–semantic, and psychological–is proposed, serving as a frameworkfor developing targeted teaching methods. The article concludes that systematic work on critical thinking, lexical enrichment,and argumentation modeling is essential for forming students’ argumentative competence at the A2–B1 levels,ensuring effective participation in dialogic and monologic communication

DOI: 10.5281/zenodo.17570369 · Maqolaning asl sahifasi

Kalit so‘zlar

argumentation, oral speech, English classes, critical thinking, linguistic competence, cognitive processes, communicative strategies.

Iqtibos keltirish

@article{buribayevaaziza2025,
  title = {Complications in Teaching Argumentative Speech to Students in Grades 8–9.},
  author = {Buribayeva , Aziza},
  journal = {Мактабгача ва мактаб таълими},
  year = {2025},
  volume = {3},
  number = {11},
  doi = {10.5281/zenodo.17570369},
  url = {https://doi.org/10.5281/zenodo.17570369}
}

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