When you have no basis for an argument, abuse the plaintiff: Argumentation in a Legal English Syllabus

HRADILOVÁ, Alena. When you have no basis for an argument, abuse the plaintiff: Argumentation in a Legal English Syllabus. 2023.

Základní údaje

Originální název

When you have no basis for an argument, abuse the plaintiff: Argumentation in a Legal English Syllabus

Autoři

HRADILOVÁ, Alena

Vydání

2023

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

60202 Specific languages

Stát vydavatele

Polsko

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

autonomy argumentation sft skills based syllabus

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

The talk is based on experience with the development and pilot of new micro-tasks and activities that aim at the practice of argumentation skills as a tool towards the successful completion of an authentic macro-task, a major negation performed in front of an audience. First, it brings forth the question of including the skill of argumentation in a Legal English Syllabus as a way to practice not only active listening and speaking skills, but also as a means to employ higher cognitive processes (the processes of forming reasons and of drawing conclusions and applying them to a case in discussions) on the way between language reception and production. The talk offers selected examples of types of problematic argumentation that origin either in misinterpretation of propositional logic or the use of informal logical fallacies. It presents samples of original activities that help students understand these fallacies, identify them in both spoken and written production, analyse how they influence the audience (or the receiver), and discuss if and how they can be eliminated. Subsequently, it will be shown how students practice distinguishing between the function and use of such problematic arguments in everyday life and politics as opposed to the context of law. A discussion on the pilot use of these materials based on preliminary student feedback will follow and offer arguments for as well as against the relevance of use of such activities in a legal English course. The talk will report on how students reflected on the improvement of soft skills and their general communication skills, not only from the exercises, but also from working independently or in teams on argument preparation for their final negotiation macro-task that was presented in front of a peer audience. Based on their feedback, the talk will also discuss to what extent these activities challenged their comfort zone in language learning.