Fostering Spontaneous Spoken Discourse Through Class Debates

Abstract

ABSTRACT : This action-research aimed at identifying and reflecting on the implementation of debates to foster spontaneous spoken discourses. It was conducted in a public school in El Carmen de Viboral, Antioquia with 28 tenth graders. Action strategies included involvement and exploration of how the ability to produce spoken discourses foster with class debates. Data gathering instruments included teacher’s journal, student’s audio recordings and focus groups. Findings referred to four cases-participants. Data showed that debates in a EFL classroom can develop spontaneous spoken discourses in terms of agreeing and disagreeing and stating points of view about a particular issue however, it was not the same in terms of asking for and giving clarifications and stating facts. Finally, it was evident that the implementation of debates does not produce meaningful effect on students’ spontaneous spoken discourse.