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dc.creatorOsorno Fallas, Danny Alexander
dc.date.accessioned2020-09-24T19:19:25Z
dc.date.available2020-09-24T19:19:25Z
dc.date.issued2019-11-25
dc.identifier.urihttps://hdl.handle.net/10669/81638
dc.description.abstractThe 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.isoen_USes_ES
dc.subjectTeachinges_ES
dc.subjectSpoken fluencyes_ES
dc.subjectArgumentative discoursees_ES
dc.titleThe Link Between Argumentative Discourse and Spoken Fluencyes_ES
dc.typedocumento de trabajo
dc.description.procedenceUCR::Vicerrectoría de Docencia::Artes y Letras::Facultad de Letras::Escuela de Lenguas Modernases_ES


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