Meta-cognitive and meta-linguistic awareness of students＇ knowledge on argumentation in defining the terms ＂argument＂ and ＂counterargument＂  

作　　者：Smaragda Papadopoulou Fotini Egglezou 

机构地区：[1]Department of primary Education, University of loannina, loannina 54640, Greece

出　　处：《US-China Foreign Language》2010年第7期1-12,共12页美中外语（英文版）

摘　　要：Definition of the words ＂argument＂ and ＂counterargument＂ in a case study research with 91 Greek students of 5th and 6th grade present children＇s prior knowledge on argumentation and persuasive writing. This study is a part of broader research concerning teaching experimental strategies of an intervention program in Greek public schools with teaching and learning persuasive language, and meaning making in a writing class. The authors discuss the results of this study in evaluation of a questionnaire＇s data. The data confirm the existence of cognitive, meta-cognitive and meta-linguistic limitations in their intervention： Children＇s pre-existing understanding of concepts and terms, such as ＂argument＂, ＂counterargument＂, ＂fallacy＂, etc., is limited, if not absent. Findings on students＇ limited declarative knowledge in defining what an ＂argument＂ or a ＂counterargument＂ is, indicate the need of a systematic and effective integration of ＂argument＂ and especially this of ＂counterargument＂, as procedural knowledge in teaching argumentative writing with children at the age of 10-12 years.

关 键 词：definition ARGUMENT counterargument teaching writing 

分 类 号：H0[语言文字—语言学] G442[哲学宗教—心理学]