Argumentation and Debate in Foreign Language Instruction: A Case for the Traditional Classroom Facilitating Advanced‐Level Language Uptake

Abstract

In response to a growing demand for highly proficient speakers of foreign languages, both from private and government sectors, an added emphasis has been placed on immersion‐type programs that offer extensive contact time in a target language. Although time in a target language certainly plays a valuable and needed role, this research demonstrates that innovative curricular design and development in the university foreign language classroom can equal if not exceed uptake that occurs in extended immersion environments. A thorough description of the research design is provided, including the application of “memory box” items, laboratory self‐recordings, listening, reading, and written exercises, and in‐class practicum in the target language involving British parliamentary‐style debate and Model United Nations. Preliminary findings based on certified pre‐ and post‐Oral Proficiency Interview and Written Proficiency Test ratings suggest that such an approach yields significant gain. Vygotsky's (1978) idea of the Zone of Proximal Development serves as a useful framework for explaining a high percentage of gain at the Advanced‐high/Superior threshold in oral proficiency, whereas native‐speaker written corrective recasts followed by revision and resubmission of written assignments offer a useful paradigm for facilitating threshold gain across a range of proficiency levels for all participants involved.

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