Sixth-grade pupils in Hong Kong received a classroom intervention focusing on counter-argumentation using a heavily prescriptive approach. Four sets of scripts were generated by 82 students in their second language, English, on topics deemed familiar to them. Scripts were coded for argumentative elements and strategies. Findings revealed the students were able to generate a wide range of arguments including counter-arguments and rebuttals suggesting counter-argumentation can be introduced to second language learners at the primary level.
|Publication status||Published - Nov 2015|