{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-8Z2RQY5B/fd6dd13e-798c-4612-b843-8644d3e43d97/PDF","dcterms:extent":"154 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-8Z2RQY5B/de6e174d-032b-4885-93fd-542c14f46c39/TEXT","dcterms:extent":"58 KB"}],"edm:TimeSpan":{"@rdf:about":"2004-2025","edm:begin":{"@xml:lang":"en","#text":"2004"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-8Z2RQY5B","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-SCXG6C82"},{"@xml:lang":"sl","#text":"ELOPE (Ljubljana)"}],"dcterms:issued":"2017","dc:creator":"Želježič, Mirjana","dc:format":[{"@xml:lang":"sl","#text":"letnik:no. 1"},{"@xml:lang":"sl","#text":"str. 39-54"},{"@xml:lang":"sl","#text":"številka:vol. 14"}],"dc:identifier":["ISSN:1581-8918","COBISSID_HOST:64340578","URN:URN:NBN:SI:doc-8Z2RQY5B"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete Univerze v Ljubljani"},"dc:subject":[{"@xml:lang":"sl","#text":"debata"},{"@xml:lang":"sl","#text":"govorna sporočilna in govorna interakcijska zmožnost"},{"@xml:lang":"sl","#text":"kritično mišljenje"},{"@xml:lang":"sl","#text":"sociokulturna teorija"}],"dcterms:temporal":{"@rdf:resource":"2004-2025"},"dc:title":{"@xml:lang":"sl","#text":"Debate in the EFL classroom|"},"dc:description":[{"@xml:lang":"sl","#text":"Relying primarily on the Common European Framework of Reference for Languages (CEFR) and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2) education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language teaching), and of critical thinking (CT) ability, which is widely recognised as the main general education goal. It also points to some of the discrepancies generated by tensions between the fact that language is a social and cultural phenomenon that exists and evolves only through interaction with others, and individual-student-centred pedagogical practices of teaching (and assessment) - which jeopardise the validity of these practices. Next, it links the official educational goals to the cultivation of oral interaction (rather than oral production) in argumentative discursive practices in general and in structured debate formats in particular, which are proposed as an effective pedagogical method for developing CT skills and oral interactional competence in argumentative discursive events, especially on B2+ levels"},{"@xml:lang":"sl","#text":"Članek se osredotoča na najvišje vrednotene cilje znotraj formalnega tujejezikovnega izobraževanja (v skladu s Skupnim evropskim jezikovnim okvirjem in Učnim načrtom za gimnazije - angleščina): na razvoj sporazumevalnih zmožnosti, ki % v skladu s komunikacijsko paradigmo v (tuje)jezikovnem poučevanju - velja za najpomembnejši cilj sodobne jezikovne pedagogike, ter na razvoj sposobnosti kritičnega mišljenja, ki jih izobraževalni sistemi v svetu navajajo kot krovni izobraževalni cilj. Opomni na nekatere diskrepance, ki jih generirajo trenja med dejstvom, da je jezik družbeni in kulturni fenomen, ki obstaja in se razvija zgolj v interakciji z drugimi, ter na posameznika osredinjene pedagoške prakse poučevanja (in ocenjevanja) - kar kompromitira veljavnost teh praks. Izobraževalne cilje naveže na kultiviranje govornega sporazumevanja (za razliko od govornega sporočanja) v polemičnih/argumentativnih diskurznih praksah nasploh oziroma v strukturiranih debatnih formatih, ki jih utemeljuje kot učinkovito učno metodo za razvoj kritičnega mišljenja in govorne interakcijske zmožnosti v polemičnih diskurznih dogodkih, zlasti na B2 in višjih jezikovnih ravneh"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-8Z2RQY5B","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-8Z2RQY5B"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-8Z2RQY5B/fd6dd13e-798c-4612-b843-8644d3e43d97/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta, Znanstvena založba"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-8Z2RQY5B/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-8Z2RQY5B"}}}}