Table Of Content

Vietnamese and American Students’ Debating

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TABLE OF CONTENT ACKNOWLEDGEMENTS ABSTRACT Chapter 1: INTRODUCTION........................................................... .......... Chapter 2: LITERATURE REVIEW Trần Thị Mỹ

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1. Definition of debate...................................................... ............................ 2. Benefits of debate....................................................... .............................. 3. Teachers’ role in classroom debate.................................................... ........ 4. Relationship between cultural values and academic debate...................... 5. Research questions and hypotheses........................................................ ... Trần Thị Mỹ

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Chapter 3: METHODOLOGY 1. Subject.............................................................................. ........................ 2. Data collection...................................................................... ....................

2.1 Questionnaire.............................................................................. ... 2.2 Interview..................................................................................... ... Trần Thị Mỹ

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2.3 Observation.................................................... ............................... 3. Data analysis.............................................................. ................................ Chapter 4: RESULTS AND DISCUSSIONS I. Students’ attitude to classroom debate ................................ ................ II. How popular is classroom debate in fact?........................................... Trần Thị Mỹ

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III. The culture values and classroom debate ....................................... ..... IV. Teachers’ participation in classroom debate ........................................ V. Some suggestions to motivate Vietnamese students to debate in class

Chapter 6: CONCLUSION 1.Summarizing the content........................................................ .................... Trần Thị Mỹ

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2.Suggesting implications...................................................................... ........ 3.Significance of the findings...................................................... .................. 4.Limitations of the current study........................................................ .......... 5.Recommendations for further works.......................... ................................

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References.............................................................................. ....................... Appendix.................................................................................... ...................

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ACKNOWLEDGEMENTS

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First of all, a special thank to my supervisor, TRẦN QUANG NGỌC THÚY, who provided innumerable suggestions, comments and ideas. And it

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would be a serious insufficiency unless I remember to thank my old teacher, LÊ MINH BẢO, for comments on an earlier draft. I would like to express my profound to all American and Vietnamese students whose cooperation is very helpful to my study.

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Eventually, my special thanks go to my family and friends for their material support, as well as encouraging me to do this piece of research.

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ABSTRACT The purpose of the present research is to determine students’ debating in America and Vietnam. Hence, after collecting necessary information of debate in two cultures, the research focused on solving some problems. In the first part, the research begins by introducing some overall features of debate through recent Trần Thị Mỹ

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researches of debate. The second part of the study provided a literature review of debate through an analysis some relating researches such as definition of debate, benefits of debate, teachers’ role in classroom debate, and the relationship between cultural values and academic debate. The study, in the third part, gave the methods used to complete it. The third part of the study analyzed the data collected from Trần Thị Mỹ

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questionnaire and interviews according to some areas such as students’ attitude to classroom debate, how popular is classroom debate in fact, the culture values and classroom debate, teachers’ participation in classroom debate and some suggestions to motivate Vietnamese students to debate in class. Especially, the culture values and classroom debate are attentively focused on analyzing and Trần Thị Mỹ

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giving some couples of converse cultural dimension between Vietnamese and American culture. In the last part of the study, a conclusion of content and finding are summarized beside some the research’s implication, significance, limitation and some recommendations for further works.

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VIETNAMESE AND AMERICAN STUDENTS’ DEBATING A COMPARATIVE STUDY Chapter 1: INTRODUCTION In recent years, there has been a greatly increasing interest in debates in general and in classroom debate in particular, with several published and Trần Thị Mỹ

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unpublished articles, and case studies. This issue also appears on some websites like http://www.idebate.org/, or there is a “Debate Central”, at University of Vermont (http://debate.uvm.edu/), which provides an online database of arguments for and against a lot of topics, or links to research and information. Some workshops and lectures about debating are organized by governmental and private Trần Thị Mỹ

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organizations in many countries in the world, such as America, British, Japan and Australia, etc (source). That is to say debate specially attracts much concern of researchers. The concerns have also been raised by several relevant bodies about the “academic debate”. Many studies of debate, which will be mentioned in the next part of the paper, have been so far done. However, there has been no study Trần Thị Mỹ

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comparing the debating styles between Vietnamese and American students. The considerable differences in cultural values between Vietnam and America might cause the big differences beside apparent similarities in debating styles. I, therefore, try to study how classroom debate can be developed to support learning. Specifically, I want to explore and clarify the similarities and differences of Trần Thị Mỹ

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Vietnamese and American students’ debating in this study.

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Chapter 2: LITERATURE REVIEW I. Definition of debate A variety of definitions of the term ‘debate’ have been suggested. This has created confusion in understanding its meaning accurately. In Thompson’s analysis how different discussion and debate is outlined as follows: Trần Thị Mỹ

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1. In debate, participants argue for and against the pre-fixed proposition. In

discussion, participants look for a solution to a problem. 2. Consequently, debate considers two alternatives, while discussion considers

multiple alternatives.

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3. Debate is usually regulated by strict rules about the time and order of speeches.

Discussion is conducted more freely with less formal rules. 4. In debate, the decision is made by the third party, which is based on the

arguments presented by the affirmative and the negative sides. In discussion, the purpose is to reach an argument among participants. Trần Thị Mỹ

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(Thompson, 1971, p. 80, as cited in Narahiko, 1996) Despite the differences between discussion and debate pointed out above, this paper used the definition of “debate” as a synonym of discussion and argument (Oxford Advanced Learners’ Dictionary 2006). In some sense, debate and discussion share a meaning that is to look for the answer by raising voice. Trần Thị Mỹ

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Besides, Jerome & Bhavini (2005) also agreed that debate and discussion seem to be used almost interchangeably (p. 497). In the study “The Structure of The Discussions That Promote Reasoning”, Anderson (1998) used the term interactive argumentation to refer to discussions in which participants present reasons and evidence for different positions (p. 317). He also pointed out that this means being Trần Thị Mỹ

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willing and able to consider and voice arguments on different sides of an issue in interactive argumentation. According to Anderson (1998), there are many positions in an argument so he had studied five reasons why students might verbalize arguments supporting two or more different positions during the course of a discussion: the students may change their minds; they may lose track of where Trần Thị Mỹ

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they are in the overall argument; the students may criticize an argument that supports their own position because they honestly believe it to be weak; it is possible for the students to concede the strength of an argument that contradicts their position, even though they are sticking with their position; and they are maybe withholding judgment until they have had time to weigh all of the available Trần Thị Mỹ

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evidence (pp. 338-339). Besides, Kyudai (n. d.) divided debate into two kinds: formal and informal. He pointed out the latter is a common occurrence, but the quality and the depth of a debate improved with knowledge and skill of its participants as debaters. From what this author analyzed, academic debate belongs to informal debate. From the above analyzing, this study uses the definition of Trần Thị Mỹ

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“debate” as a synonym of discussion and argument (Oxford Advanced Learners’ Dictionary 2006) because of the fact that, in spite of such initial differences, they all share a meaning, a decision-making process, a method, or a technique of looking for the ‘truth’, the answer. Allison (2002) also defined that a debate is simply a clash of ideas and each side puts forward worthwhile reasons to support Trần Thị Mỹ

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their point of view [in which] the class audience then joins in to speak for, or against or to abstain … (p. 13). In addition, according to Jerome and Algarra (2005), the term debate is itself used to denote any formal learning situation in which the students are encouraged to express and respond orally to opinions on a specific issue (p. 497). He also explained that the term discussion is to signify the Trần Thị Mỹ

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informal, opened-ended exchange of views and ideas (p. 497). Bakhlin and Skidmore (2000) said that debating is defined as a process of seeking for the truth (p. 293). In other words, people debate to find out the ‘truth’. However, the nature of this pursuit of ‘truth’ is individualistic (Tweed & Lehman, n. d.), thus debate still remains. So the confusion over terminology appears significant given the Trần Thị Mỹ

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influential role of these pedagogical approaches (Jerome & Bhavini, 2005, p. 497). II. Benefits of debate The benefits of debate have been studied by many authors in the world. As a result, in recent years, many teachers have moved away from the use of the lecture format, “chalk and talk” (Tumposky, 2004, p. 52) or “banking method of Trần Thị Mỹ

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education” (Freire, 1970, p. 58, as cited in Tumposky, 2004, p. 53). Anderson (1998) said that the discussions featuring reasoned argumentation among students have the potential to increase the students’ motivation and to help them learn to reason well (p. 315). He also thought that there are at least three reasons for the recent interest in interactive argumentation with groups. The first reason is the Trần Thị Mỹ

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increase of motivation in classroom. The second one is the importance of interactive argumentation in everyday life. The last one which he especially emphasized is that the interactive argumentation within groups may be the primary means through which the students learn to reason (pp. 316-317). Besides, he added that one goal for the discussion might be to have a mixture of Trần Thị Mỹ

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collaboratively constructed and singly constructed arguments (p. 342). At the beginning of his case study, Simonnaux (2002) affirmed that developing the students’ argumentation skills helps them to contribute to the debate. He supported that the teacher should help students to identify their emotional standpoint, the arguments used by teachers, other students and by themselves, the validity of these Trần Thị Mỹ

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arguments, and the different stages in decision making (p. 9). Kyudai (n. d.) said that through cooperative debate students could learn academic and critical thinking clearly about a subject. Also discussing the benefits of debate form, Kyudai provided an interesting idea that debating has a potential of connecting students to the world. That means the speaker might provide the audience a lot of Trần Thị Mỹ

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necessary and new information, and by this way they gain the knowledge well. Moreover, I also agree with Jerome (2004) that once participants had overcome their initial nerves about getting up and talking in public, it is fun. The reason is that you share your ideas with someone in the audience who may be ‘smiling at you’ (p.

). In that way you find the classes fun, effective, attractive, and helpful.

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In addition, the classes with debates can attract students’ participation and attention. Through the debates the teacher can assess students easily and quickly because they might prove their abilities and knowledge in debates. Simonnaux also agreed that when students were free to express their own opinions, they would be able to better express their arguments (p. 9). Perhaps, debating is really a good Trần Thị Mỹ

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teaching method so that students become the center of learning process and the teacher is considered a ‘participant’, an ‘organizer’, or a “facilitator”. While mentioning many benefits of debate Jerome & Algarra (2005) also gave its downside. They anticipated that there is certainly a danger that young people may be limited in their understanding if they are introduced to controversial public Trần Thị Mỹ

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issues through a process of debate, which requires them to pick or be assigned to one or two positions and to argue for or against a motion; he also added while students can be taught to speak in certain code, this does not guarantee that they will be heard and understood as they wish (Jerome & Algarra, 2005, p. 499). Nevertheless, they did not deny the benefits of debate because such idea is given Trần Thị Mỹ

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when debate is used as the only method of teaching and learning process. In summary, so far to my best knowledge in this field, there has not been any research in which researcher has refused benefits of debate to teaching and learning. III. Teachers’ role in classroom debate Trần Thị Mỹ

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Numerous studies have attempted to explain the role of debating in schools and colleges (Algarra & Jerome, 2005; Allison, 2002; Narahiko, 1996; Simonneaux, 2002; Tumposky, 2004). According to the idea from a piece of research, “Education for Citizenship and The Teaching of Democracy in Schools”, schools have the role of promoting both the skills and attitudes to support debate Trần Thị Mỹ

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(Q. A. C, 1998, 1999, cited in Jerome & Algarra, 2005, p. 498). This stated that there should be positive points of view about the classroom debates and suitable policies should be designed so that debating form can be applied and developed effectively in schools because students are young and need to help understand the benefits of debating. Obviously, it is the teacher who plays a significant part in Trần Thị Mỹ

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these policies. In the discussion part of his thesis, ‘Analysis of Classroom Debating Strategies in The Field of Biotechnology’, Simonneaux (2002) discussed that the main difficulty for the teacher in classroom debates is to remain neutral when leading a debate. That is the teacher in a debate does not more highly value one of two debaters. The teacher should be considered a participant, an organizer. Trần Thị Mỹ

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Other authors (Jerome & Alagrra, 2005) shared with Simonneaux (2002) about such role of the teacher. They pointed out that one of the most effective approaches requires the teacher to adopt the role of impartial facilitator, rather than discussion leader. Meanwhile, the teacher can use these opportunities to listen to students’ talking as an indicator, albeit a partial one, on the speaker’s thinking Trần Thị Mỹ

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(Fisher, 1993, p. 254, as cited in Jerome & Alagrra, 2005, p. 496). However, the role is not really easy to be taken upon. To clearly explain this idea, Simonneaux added that there could be a bias in students’ arguments stemming from their established relationship with the teacher. That is to say it might be as well to agree with the teacher, and in any case, students will always attempt to figure out their Trần Thị Mỹ

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teacher’s opinion and will explicitly ask for it at the end of the activity (Simonneaux, 2002, p. 11). The phenomenon is popular in many cases when students feel difficult to have the last solution for themselves to a proposition. In this situation, the teacher can give a good, reliable suggestion. It has conclusively shown that Simonneaux improved Q.C.A’s opinion in detail. Ediger (1994) added Trần Thị Mỹ

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that evaluation should not hinder the pupil progress in revealing originality and being a quality member of a discussion group (p. 6). On concluding his study, ‘Analysis of Classroom Debating Strategies in the Field of Biotechnology’, Simonneaux (2002) suggested some ways so that the teacher can apply to improve their role in classroom debate. He encouraged the Trần Thị Mỹ

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teacher to adapt and change materials and even cut out certain parts (p. 11). He hoped that the issue in this kind of analysis is to help designers and users to become fully aware of the choices they make and of the forms that reveal or support the teacher (p. 11). In the article, “Speaking and The Pupil”, as discussing the relationship between the teacher and the students, Ediger (1994) said that the Trần Thị Mỹ

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teacher and the pupils in the classroom should support each other so that satisfying experiences in oral communication are an end result and the learners should never be minimized for mistakes made in oral communication. Rather support must be provided for the pupils to improve oral communication skills with renewed confidence (p.1). Moreover, Anderson (1998) had a special way to explore the role Trần Thị Mỹ

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that the teacher played in the discussion by raising the question “Do the teachers contribute equally to reasons and support, challenges, and counterchallenges, or do they focus on just one type of rhetorical move and leave the others to the students?”(p. 340). After his studying, he pointed out series of ways that the teacher should follow such as to introduce new line of argument that the children [ Trần Thị Mỹ

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students] had not thought of on their own; to help elaborate reasons and support introduced by the students. However, he noted that the teachers stepped back and allowed the students to construct most of the challenges and counterchallenges themselves (pp. 340-341). He continued to list the ways that the teachers can use in the discussion. The teacher might encourage students to explicitly consider Trần Thị Mỹ

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which arguments are most worthy of further development, what criteria should be used for deciding which arguments are worthy of further development, and to consider whether the most developed arguments are as fully developed as they would like (p.341).

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One more of the teacher’s role in classroom debate is to choose the objectives or the topics of a discussion or a debate. Ediger (1994) thought that the objectives need to be carefully selected by those involved in teaching-learning situations, be it the teacher (p. 4), [and] must be new, attainable by learners, should be arranged sequentially so that pupils might be successful in goal attainment (p. Trần Thị Mỹ

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5). He also emphasized that the title/topic should not be excessively difficult since the time limit for preparation might be rather short (p. 8). To illustrate his ideas, Ediger (1994) gave a list of ten criteria that the students could apply so that students’ discussions are successful. They are the prescribed time limits, the meaningful content to the listeners, obtaining the listeners’ attention, being poised Trần Thị Mỹ

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when presenting the content in the ongoing talk and using notes, using notes when there is a need to do so, using eyes contact, facing all listeners, using facial expressions and gestures as needed, not exhibiting distracting mannerisms, and inviting questions after the extemporaneous speech (p. 8-9). In addition, Allison (2002) agreed with Ediger that one of the great advantages of debating diverse Trần Thị Mỹ

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topics every week is that T.A.G (talented and gifted) students learn to think clearly about the subject and to argue a perspective based on the evidence (p. 13). Besides, Ediger (1994) stated that the discussion needs to follow definite criteria so that the teacher may praise learner attainment in the discussion. These criteria are listed below: Trần Thị Mỹ

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-The discussion should be stimulating to generate interest in content

presented.

-Each student should be encouraged to join the discussion. -No one should dominate the discussion. -The learners need to develop feelings of belonging when participating in a committee setting. Trần Thị Mỹ

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-The ideas in the discussion should circulate among all group members rather than between a few members in the group setting, the content must be presented clearly to the others, meaning needs to be present in learning, -The respect and acceptance of others’ thinking. -The teacher is a guide and not a dispenser of information. Trần Thị Mỹ

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-Evaluation of process in a discussion must always follow specific standards and should be stressed frequently. -The learners must attain and grow in becoming proficient in discussion setting (p. 6).

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In summary, allowing students to debate and providing opportunities of classroom debate is to help them become ‘the center of the process of teaching and learning’; also, the nature of this pursuit of truth is individualistic, simultaneously, the teacher plays an important role in promoting students to practice their duty accordingly. Trần Thị Mỹ

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IV. Relationship between cultural values and academic debate. For the most part, past research in debates has mainly focused on the history of debates, the benefits of debate, etc. Few researchers have looked directly at the influences of cultural values on debating styles in each country. It is not the fact that multi-cultural confusion will certainly be a stumbling block for Trần Thị Mỹ

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those not prepared to deal with it. In his case study of debates, ‘Traditions of debate in Japan’, Narahiko (1996) mentions the special situation of Japan as an example why debating was not developed rapidly. The author explains that the Japanese avoid verbal conflict and that tooron [debate] is not compatible with their traditional communication patterns. He also shares his opinions with Adachi Trần Thị Mỹ

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that even today quite a few people disbelieve or even feel hostile to argument and dispute (Adachi, 1984, p. 27-28, as cited in Narahiko, 1996). In order to support that attitude, Narahiko (1996) gave some ethical sayings and proverbs that are popular in Japan such as ‘a honey tongue’, ‘a heart of gall’, ‘silence is golden’, ‘actions speak louder than words’, etc. In some sense, debating also exists in Trần Thị Mỹ

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Japan. However, their conception of debate is different. Narahiko points out in tooron (debate), people listen to one-to-one (Hashimoto, 1972, p. 274; translation by Inoue, cited in Narahiko, 1996). This means the Japanese “debate” tradition is different from the western (Anglo – American) tradition (Narahiko, 1996). (Not clear.) Narahiko agreed with this idea that Japan had too much rhetoric based on Trần Thị Mỹ

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emotion and ethics (Sawada, 1983, p. 287, translation by Inoue, cited in Narahiko, 1996). Especially, as comparing the concept of eloquence between AngloAmerican and Japanese traditions, Narahiko indicated that the debate in which the students’ opposing arguments were examined and refuted did not become popular in Japan. He also adds that this may be due to the tradition in which ‘rhetoric Trần Thị Mỹ

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based on logic’ did not develop in Japan. Besides, Nancy with her study, “The Debate Debate”, argued that debate carries the weight of tradition, a powerful force affecting the teacher’s choice of both curriculum and instruction style (Cuban, 1984, cited in Tumposky, 2004, p.

). On the other hand, teachers tend to

teach as they were taught, unless they have been consciously resocialized to do Trần Thị Mỹ

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otherwise (p.

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). That is cultural values partially affect students’ learning style in

general, and their debating style in particular through their teachers. In order to have a deep insight into the influences of cultural values, let’s consider a case study of Confucian and Socratic approaches in learning. In their major study, Rorger and Lehman (n. d.) compared and contrasted Confucian framework and Trần Thị Mỹ

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Socratic one, with respondent cultures, Chinese and a Western one. They pointed out in Socrates’ Western culture; one frequently questioned others’ beliefs and was proud of this tendency. Moreover, this framework evaluated the knowledge of each particular individual by engaging in a dialogue in which a series of successively deeper and more probing questions would be asked. In contrast, Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Confucius expected learners to respect and obey authority figures. More clearly, within Confucius’ five ethical relations, people were taught a duty to obey and respect those of higher status than themselves (Tweed & Lehman, n. d.). This framework also emphasized that to honor those higher than ourselves is the highest expression of the sense of justice. Consequently, the country which is Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

influenced by Confucius’ framework will adopt this conception. From the analysis mentioned above we can partially see how cultural values influence people’s debating style and the development of debates. Although the cultural values do not completely affect debating style, they might be the main and significant factor in their conception of debating, which are denoted in some sayings and proverbs. In Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

this piece of research I focused on studying the influence of cultures on students’ debating, Vietnamese and American students that has not been studied so far. Specially, the paper focuses on answering the following questions: 1. How do students debate with each other in the classroom in Vietnam and in America? Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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2. How do students debate with their teachers? 3. What influences students’ debating style? 4. How can Vietnamese students be encouraged to debate in the classroom?

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Chapter 3: METHODOLOGY

I. Subjects

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

For the aim of this study is to find out the differences in debating style between Vietnamese students and American students, the subjects are divided into two groups of students in each country. The first group is Vietnamese students at Hue University. They are chosen at random apart from students of foreign languages who have learned and are Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

directly influenced by other culture from their syllabus. This group consists of forty respondents taking the discourse completion test in Vietnamese. The second group who will take the English version is forty American students at some universities in America. The subjects major in many fields in order to provide the study with realistic data. Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

II. Data collection 1. Questionnaire All of the participants were students studying at colleges in Vietnam and America. A random group of forty students working in many different fields was selected from Hue College of Pedagogy and Hue College of Agriculture and Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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Forestry. Questionnaires consisting of twenty-two questions in Vietnamese were handed to them. Forty American students studying in America, who were also selected at random for this study, received the English version of the questionnaire by emails. Its content is about the way of debating, the participation in and students’ and teachers’ attitudes to classroom debate. Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

2. Interview Two groups of students were all interviewed namely Vietnamese students and American ones. The first group of students was interviewed face to face because the researcher can easily contact them. The second one was interviewed by chatting on the Internet. The duration of an interview was approximately one Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

hour in an informal environment to arouse and result in enriched data. This method also helps me get further information that cannot be included in the questionnaire. 3. Observation

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Students’ debating is denoted in their behavior; therefore, observation is a necessary method to examine the accuracy of data collected from questionnaires and interviews. Some classes at Hue College of Pedagogy and Hue College of Forestry and Agriculture were observed. This method, however, is applied to the Vietnamese subjects only due to geographical obstacles. Therefore, observation Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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done in America may be reserved for the further research for those who concern this issue. III. Data analysis The questionnaire in Vietnamese version is handed out to more than 40 Vietnamese students and American students received those in English version Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

from their emails or delivered directly in Vietnam. The data collected from questionnaire are analyzed first and then I continued to investigate further information of students’ debating from interview some Vietnamese and American students. Some invalid responses are excluded and 40 valid one are used to analyze in this study. Especially, the data are presented in some fields in tables and Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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charts so that the information is valuable to research questions and it is easy to follow findings and discussions.

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Vietnamese and American Students’ Debating

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Chapter 4: RESULTS AND DISCUSSIONS As mentioned in the literature review, the word “debate” was understood in some different meanings. My expected interesting result is meet that all American students who responded my questions understood the meaning of the word “debate” as I mean. Classroom debate is discussion or argumentation in which Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

every student can join in to argue for or against to express himself, or simply to share his opinions with other people. After receiving a lot of information from Vietnamese and American students who take part in responding the questionnaire, the present research focused on exploring some following areas. I. Students’ attitudes to classroom debate Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

In order to investigate students’ attitude to classroom debate, the data collected in the questions 1, 2, 6, 19 and 20 are really valuable to mention and analyze.

Question 1: What do you think of classroom debate? Trần Thị Mỹ

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Vietnamese and American Students’ Debating

Vietnamesestudents (V)

- A comparative study

Good

Bad

Others:

75%

10%

-depend of the content of the lesson -debate should be limited in time.

American students (A)

100%

0%

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Question 2: Do you like to debate and to give your ideas freely in class? Vietnamese and American Students’ Debating

- A comparative study Yes No

V N=40

95%

5%

A N=40

97.5%

2.5%

Question 6: What do you feel after a classroom debate? V N=40 A N=40 Satisfied whether you succeed or not.

60%

Satisfied Trần Thị only Mỹ when you succeed.

82.5%

15% Ngọc 10% Supervisor: Trần Quang Thúy - 90 -

Tired

10%

0%

Never want to repeat.

0%

0%

Others:

15%

7.5%

Question 19: According to you, what is a good class? V (N=40) A (N=40) A silent, obedient one

10%

7.5%

One in which there are exciting debates

80%

87.5%

V: 10%

A: 7.5%

-.A combination of debate and quiet.Most of debates are not able - The teacher has a good transferringto be won or lost. They leave Others:

ability.

us no clear conclusion just a

- Debate in a serious environment. better understanding. A combination of debate and quiet. Question 20: What do you think about a student who disagrees with their teachers’ ideas? V (N=40) Impolite

0%

A (N=40) 5%

Vietnamese and American Students’ Debating

- A comparative study

These significant figures give us overall information about Students’ attitudes to classroom debate. First, as seen in the tables 1 and 2 above, most of students (75%) in Vietnam and all in America agreed that classroom debate is good and they like to debate in class (V=95% and A= 97.5%). That means most of students conceived the significance and benefits of debate. However, some Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Vietnamese thought that classroom debate was bad that was not appeared in American students’ responses. Second, the responses to question 6 showed that a majority of students (V=60% and A=82.5%) in the two countries have students positive conception of debate. They seem satisfied when participating in debates. Nevertheless, there are a few different views of debate. Some Vietnamese felt tired Trần Thị Mỹ

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- A comparative study

after an in-class debate. Maybe they had a hard psychology of classroom debate, whereas, American perceived more comfortably. In-class debate made them pleased and engaged beside a group of students who said that they were satisfied whether they succeed or not, others found debate interesting and fine in debates. They did not care if their debate is successful, but the most attentive thing is that Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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they had had better understanding. They simply viewed that debate is in order for everyone to share their opinions and their points of view of something. In brief, they are happy to do so. Final, students’ conception of a good class may, I hoped, reflect partly students’ attitude to in-class debate. In general, the Vietnamese (80 %) and the American (87.5%) valued debate in class. They all expected to have Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

debate in classroom. One viewpoint of a good class seemed to appear in both countries is that a class in which there is a combination of debate and quite is good. The above information could help us reach a conclusion that both Vietnamese and American seem to have a good attitude to classroom debate. The differences in figures also suggested that American students are eager and more Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

positive about debate. The reason supported this idea is that Vietnamese students’ debate is still limited in conception such as a serious class environment, time and students’ attitude.

Trần Thị Mỹ

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II. How popular is classroom debate in fact? The questions relating to the popularity of debate of Vietnamese and American students are hoped bring us an overall and objective portrait of debate in fact. The following tables illustrated the data collected from two groups of subject. Question 3: How do you contribute to the class? Trần Thị Mỹ

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V(N=40) 26.5

A(N=40) 70

35

15

When being asked by your teachers

32.5

7.5

When being asked by your group members

5%

7.5%

Raise your hand and speak when you have any idea Only when you know the correct answer

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Vietnamese and American Students’ Debating

V

- A comparative study

A

- Only debate favorite problem or- join in discussion Other ways really reasoned argument

- Just speak out or speak out without handing or standing up.

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The data in this question revealed us that Vietnamese still passively debate in class. In particular, 27% students answered that they raised their hand and speak out when having any idea. Many others informed that they would debate as being asked by others (by teachers =32.5% and by friends =5%). Besides, some Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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responses revealed that Vietnamese students were not really interested in debate because they only joined in their favorite reasoned argument. This information can bring us American conclusion that Vietnamese were rather lazy at debating. In contrast, 70% American students chose the pattern “Raise your hand and speak when you have any idea” and some other students said that they would just speak Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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out or speak out without handing. That means they are active and interested in debate in class. Moreover, there are only 7.5%+7.5% students who would express their ideas when being asked. They also explained that if they did not ask about what they are thinking they would not know if they were correct. These responses suggested that they debate in class for learning purpose and their understanding. Trần Thị Mỹ

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Question 5: What are you doing when there is American classroom debate? V(N=40)

A(N=40)

Put forth ideas

10%

45%%

Listen and question

50%

45%%

32.5%

5%

Just listen Trần Thị Mỹ

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Ignore

2.5%

0

Dislike

5%

0

Question 18: According to you, how do students in your country debate in class? V(N=40) 0 15%

Fiercely Excitingly Trần Thị Mỹ

A(N=40) 12.5% 50%

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Vietnamese and American Students’ Debating

Normally, when being asked by teachers. Insipidly Others

Trần Thị Mỹ

- A comparative study

60% 25% Very insipidly

37.5% 0

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Vietnamese and American Students’ Debating

- A comparative study

100 80 Line 3

60

A

40

V

20 0 alw ays

often

rarely

Trần Thị Mỹ

never

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Vietnamese and American Students’ Debating

- A comparative study

Chart 8: How often do you debate with your teachers in class?

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

60 50 40

V

30

A

20

Line 3

10 0 alw ays

often

rarely

Trần Thị Mỹ

never

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Vietnamese and American Students’ Debating

- A comparative study

Chart 11: How often do you debate with your classmates in class? Question 18: According to you, how do students in your country debate in class? V(N=40) A(N=40) Fiercely 0 12.5% Excitingly 15% 50% Normally, when being asked by teachers. 60% 37.5% Insipidly 25% 0 Others Very insipidly Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

The information from the table and chart 5 provided a clear portrait of debate in fact. There are big differences in reactions to debate between Vietnamese and American students. Only 4 Vietnamese students putted forth ideas during arguments. In addition, there are many students showing passive and ignorant in classroom debates: 32.5% student listen, 5% student dislike and 2.5% student Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

reject the discussed argument and a half of them who responded the questionnaire listen and question when there are debates in class. In contrast, 45% American student take part in putting forth ideas and 70% student appear to listen and question when they need. These figures helped us imagine an exciting environment in classes in America. Especially, no one ignores or dislikes Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

classroom debate. Hence, the data above can be used to reach a conclusion that Vietnamese students seem much less active than American one in class. The former tend to keep quiet or harmonious in class, or we could say Vietnamese students were passive reception of information in general.

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Moreover, the data in questions 8 and 11 supported this fact of debate in Vietnam and in America again. There are more in-class debates in America than in Vietnam. The popularity of debate in America happened not only among American but also between students and teachers; meanwhile, classroom debate is not really popular in Vietnam (Always=2.5 %, rarely=45.5% between teachers and students; Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

always=15%, rarely=35% among students). These figures said that debate between teachers and students happened more rarely than those among students. From the above conclusion, we can affirm that the state of debate in Vietnam is rather insipid, whereas American students themselves confirmed that classroom debate is exciting (50%) and some judged their debates in class are Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

fierce (12.5%). This conclusion helped us understand that students’ attitude to debate is not completely similar to their debating in fact. III. The cultural values and classroom debate In the previous section, I have provided an overall portrait of debate in students’ attitude and the popularity of debate in reality in Vietnam and America. Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

In this part, some cultural elements are continuously used to clarify the mentioned conclusions. Debating style from my experience I see being influenced by some factors such as teachers’ and students’ attitude, position and posture as speaking, personality, knowledge, etc so question 4 is given. Resultantly, the above elements are all chosen by students in America and Vietnam. Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Question 4: Which elements affect your debate? (You can choose more than one thing)

V(times) 30 8 2 11 20 0

Teacher’s attitudes Classmates’ attitudes Knowledge Your position and posture when talking Personality Others Trần Thị Mỹ

A(times) 30 27 8 15 36 0

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Vietnamese and American Students’ Debating

- A comparative study

As mentioned in the previous part, teachers’ and students’ attitude to classroom debate in Vietnamese and American belong to conception of debate are different. The Vietnamese seem not to highly value someone’s relief in a group. It is a popular characteristic of collectivism in Vietnam. Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Third, the knowledge which is chosen most in American has done the forth in Vietnamese. This information replied that Vietnamese students debate less frequent than American students but they are not less intelligent or acknowledged than American students.

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Beside the aforementioned factors, the distance between teachers and students can play an important role in motivating students to debate in class. In Vietnam, students’ obedience is much expected. If some student can not agree with his teacher and he tries to express his ideas and persuade his teacher in front of the class, his teacher can use his right to stop him or even gives a negative comment Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

on such the student’s action. Power distance to teacher in Vietnam is really high that is always reminded students by the elder. High power distance is contained in dressing and attitude to teachers. Position and posture are also a partly decisive factor influencing students debating style. A comparison should be done between Vietnamese and American Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

students to have a clear view. In Vietnam when students have any ideas and want to raise their voice they must raise their hand and be invited or called by their teachers or friends and then they could speak out. This process may limit the frequency of students’ debate. Sometimes, the standing to speak is a difficult action for timid students. On the contrary to Vietnamese classes, American Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

students can just speak out their opinions without handing or standing up. In this way teachers can collect many ideas from students and shy students have more chances to express themselves.

Question 17: Are you afraid of “losing face” when saying something wrong in Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

your class? V (N=40) Yes No

20 20

A (N=40) 5 35

The data which were collected in question 3 show that Vietnamese students (35%), in general, seem to rarely express their opinions because they are not sure Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

of their answers beside many (32.5% +5%) debate only when being asked by other people. On the contrary to Vietnamese students, American students (70%) raise their hand and speak out when having any ideas, or some just speak out or naturally join in discussion.

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

A conclusion derived from the above mentioned figures is that there is a low-uncertainty in Vietnam. One characteristic can be used to explain this completion is that it is less tolerance for people or groups with deviant ideas or behavior (source). The proverb “curl you tongue seven times before speaking”, therefore, exactly reflected Vietnamese culture. Other reason is that they are afraid Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

of “losing face” if speaking something wrong (50% in question 17). In addition, a common state in Vietnam that students who, although, know correct answers or have a good idea do not volunteer to speak out. That does not mean they are selfish and do not like to share their ideas but they are shy and timid (the results in question 19). Some others are afraid of being judged “to vet a day, boasting, hay Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

thich choi troi”. One more reason, like Tuong Hung Nguyen’s ideas (2002), is that keeping quiet is also Vietnamese‘s way of respecting their teachers and other people in general. In contrast, “Debate is respectful” is a popular conception and debate is simply to express themselves, to share ideas and to examine their thinking if it is correct in American culture. They do not emphasize on win or Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

loose but they participated in the debate because it makes their class exciting and students easily receive knowledge. Question 10: When you disagree with your teachers in class, how do you say? V (N=40) A (N=40) Say directly: “I don’t agree with you” 20% 65% Say politely: “Excuse me, your ideas sound good 45% 22.5% but I don’t agree completely”. Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

Keep silent 25% 10% Others 10% 2.5% Question 12: When you disagree with your classmate(s) in class you will: V A Say directly: “I don’t agree with you” 37.5% 65.5% Say politely: “Excuse me, your ideas sounds good 50% 22.5% but I don’t agree completely. Keep silent Others Trần Thị Mỹ

12.5% 0%

12.5% 0%

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Vietnamese and American Students’ Debating

- A comparative study

Question 14: How do you feel when you are debated? V (N=40) Normal 70% Face-losing 7.5% Others V

A (N=40) 82,5% 12.5% A

- Only debate with those who understand-Confident Trần Thị Mỹ

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-

Vietnamese and American Students’ Debating

- A comparative study

me.

Engaged

- Tired.

-Pleased

Interested Question 15: Does your debate affect your relationship with you debater? V (N=40) A (N=40) Yes 50% 25%

Trần Thị Mỹ

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-

Vietnamese and American Students’ Debating

No

- A comparative study

50%

75%

Question 16: When you are going to be opposed to someone, what do other classmates react? Encourage you to do Prevent you from debate Ignore Other ideas:

V (N=40) 17.5% 15% 65% V

A (N=40) 45% 0% 45% A

Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- Contribute ideas

- A comparative study

- Contribute, support or oppose you

- Listen and join in on either side Question 17: Are you afraid of “losing face” when saying something wrong in your class V (N=40) A (N=40) Yes 50% 17.5% No 50% 82,5% Question 19: (Vietnamese version) According to you, why Vietnamese Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

students rarely debate in class? They respect their teachers. 15% They think that their teachers are always right. 12.5% They are afraid that their teachers and friends will have negative12.5% remarks on them. They have no enough knowledge and words. They are shy, timid. Trần Thị Mỹ

20% 32.5% Supervisor: Trần Quang Ngọc Thúy

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Vietnamese and American Students’ Debating

- A comparative study

Others: -They are passive in learning. - Their teachers do not give them enough opportunities. - The classroom environment is not good enough. Looking at tables 10 and 12, we can see some differences in the ways students debating to their friends and teachers. The Vietnamese are used to Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

indirectly saying when they disagree to someone (45% to students and 50% to teachers) or other common fact that in class, if students do not understand what their teachers are explaining most of them do not volunteer to ask to do again or more clearly. They tend to push on asking the teacher to someone else and then keep silent or talk to their friends. There are only few students informing their Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

teachers that they really need to be explaining again. In some cases the student is prevented to debate by their classmates because they tend to keep harmony in class. Other case is that if some student usually debating in class is negatively criticized by many others who are influenced by the cultural feature “a talent person is not as good as a group of ignoramus”. In addition, they seem to avoid Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

saying directly and sometimes the directness is judged rude or impolite in Vietnamese society. In contrast, the indirectness, keeping quiet or just smiling is really popular in communication in Vietnam, especially between the young and the elder, between a common man and a learned man. The relationship between students and teachers is a specific example. They just keep quiet or talk to their Trần Thị Mỹ

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Vietnamese and American Students’ Debating

- A comparative study

other classmates who are not the debater (teacher or student). Although 10% student informed that they will debate by analyzing a specific example, these responses are not clear if they are direct or indirect when debating to other people. On the contrary, the American tend to directly speak to the debater when their ideas are not similar (65% responses to teachers and 82.5% to students). This is Trần Thị Mỹ

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cultural feature of high power distance in communication between different statuses in society that is contrary to low power distance in American society. Due to my anticipation of Vietnamese students commented debating rarely so I raised the question 19 to investigate the phenomenon. Results from the present data supported our anticipation of explaining the reasons why Vietnamese students Trần Thị Mỹ

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rarely debate in class. The patterns chosen mostly belong to culture such as “They respect their teachers”: 15%, “They think that their teachers are always right”: 12.5%, “They are afraid that their teachers and friends will have negative remarks on them”: 12.5%, “They are shy, timid”: 32.5%. Meanwhile, 20% students chose “They have no enough knowledge and words”. One more interesting thing is that Trần Thị Mỹ

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some Vietnamese students stated that they are passive in learning; some said that their teachers do not provide opportunities to debate in class; and others informed that the learning environment is not convenient enough. Surprisingly, the pattern ‘shy and timid’ in question 19 of Vietnamese version was chose by many Vietnamese students that made American students greatly surprise when informed Trần Thị Mỹ

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this information in interviews. Moreover, some common conceptions support classroom debate in America that makes it really popular. First, American people value and encourage debating in class and the data in question 13 and 16 (90% teacher and 45% classmate) can illustrate this idea. In detail, 90% student responded that their teachers encourage them to debate and 45% participant Trần Thị Mỹ

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informed their classmates also stimulate them to do so. Each American student himself, second, has a good perception of debate. He debates to prove his standing and appearance in other people’s mind. He construed that everyone has right to give his own ideas and feels happy as convincing other people with his own opinions. Third, as collected in question 17, American students (87.5%) are not Trần Thị Mỹ

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afraid of “losing face” when speaking something wrong in class. They viewed that debate is to correct their thinking and to exchange further ideas. Another surprising idea from American students is that is it unfortunate for those who do not join in discussion or who are not debated,

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Finally, Vietnamese people value relationships in society. They accepted a conception “better foolish in all than wise in one” to become a common member of their group. Moreover, many proverbs and sayings of harmony and peace in Vietnamese community such as “concord is a precious thing”, “silence is golden”, ‘endure once, live in peace’, ‘a honey tongue’, ‘a heart of gal’, ‘silence is golden’, Trần Thị Mỹ

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‘actions speak louder than words’, ‘ton su trong dao’, “better bad in all than good in one”, etc. They all deeply influenced Vietnamese people’s way to behave each other in general and to debating style in particular and they seem to be expected to be passive reception of information. IV. Teachers’ participation in classroom debate Trần Thị Mỹ

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As a guide or a facilitator in class, the teacher plays a specific role in students’ classroom debates. In order to examine this role, the data in question 4 may supply us with significant information. Both in Vietnam and America, the element “teachers’ attitude” is chosen 30times and also, it is the most chose thing. This implies that students heighten teachers’ role in their debating in fact, however how Trần Thị Mỹ

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teachers affecting students’ debating in classroom in reality maybe different. The result from question 13 can clearly illustrate this judgment. Question 13: How do your teachers affect your debate with your classmates? V(N=40) A(N=40) They encourage you to debate 47.5% 50% They stop you from debating 15% 18.5% They have no effect 32.5% 17.5% Others: 5% Trần Thị Mỹ

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There are significant differences in teachers’ effect on students’ debating situation. In Vietnam, only 47.5% student responded that their teachers encouraged them to debate in class and the rest students judged that their teachers prevented them from debates or create no positive effect or do not provide convenient condition of debate for them. Conversely, most American teachers stimulate their Trần Thị Mỹ

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students to have classroom debate (90%). This is to say Vietnamese teachers have not positively affected students’ debates in class. The sate of in-class debate in the two countries can be explained as above-mentioned reason that the Vietnamese are not really cordial with debate. In addition, Vietnamese teachers and students are used to traditional teaching and learning method, lecturing method in which there Trần Thị Mỹ

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are few arguments. On contrary, “Debate is respectful” is popular in America and debate is popularly recognized a good learning and teaching technique in which students are really the center of learning process. The fore-mentioned analysis emphasized teachers’ part as motivating factor in students’ debates. Hence, the

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teacher in each country is hoped going to find out suitable ways to stimulate their students in class. As concluded in the previous part, Vietnamese students seem unfamiliar with classroom debate. They are not really volunteer and eager to join in debate. They want to mix into their group and become a common member of their community Trần Thị Mỹ

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because they highly value collectivist. In contrast, American students thought that everyone has his own ideas or point of view about the world in general and about a problem in particular. Expressing themselves is their right and interest. On the whole, American students felt happy, pleased and great to share their opinions with other people as they are rarely influenced decisively by other people. They have Trần Thị Mỹ

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their own speaking and stand on their own thinking. All are to prove that they are individuals and independent from others. One popular phenomenon in America is that most of American students volunteer to debate in class that supports an American cultural value, competition. That means they compete to express themselves, their opinions to others to demonstrate their standing and existence. Trần Thị Mỹ

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From the analysis above, we can reach a conclusion that Vietnam is a collectivist country which emphasizes “we” identity and collective judgment. They try to discourage individual accomplishment and emphasize smooth inter-group relations. Contrast to Vietnam, America belongs to individual decision making. For American culture, one person is an individual, an existence and an entity. He Trần Thị Mỹ

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has his own view and speaking. Some responses really surprised me that when American students do not understand a problem or disagree with their teachers they just speak out or ask without handing. In Vietnamese classes, this phenomenon will be judged “impolite and disrespectful” by not only teachers, classmates but also everyone in the society. In additions, American students said Trần Thị Mỹ

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directly to their teachers “You are wrong” or “You are absolutely wrong” when they do not agree with their teachers and think that their teachers are not right. That seems never to happen in Vietnamese classes. From the analysis above, we can conclude that high power distance deeply influences and dominates the relationship between teachers and students in Vietnam. Trần Thị Mỹ

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V. Some suggestions to motivate Vietnamese students debate in class. The analysis, so far, can lead us to a conclusion that some Vietnamese cultural features and values are considered barriers which limit students’ frequency of debates in learning process. Due to such cultural characteristics, some suggestions, I believed, can be applied to increase debates in Vietnamese classes. Trần Thị Mỹ

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First, the teacher should frequently observe and interpret students’ facial expression. There are some reasons to support this suggestion. We can use a Vietnamese author’s explanation, Tuong Hung Nguyen (2002) to have a clear understanding. He stated that the silence or the answer “Yes” may not only mean

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that they have understood the lesson or teachers’ explanation, but could also be a polite reply used to avoid hurting or embarrassing anyone. Second, the teacher should regularly change students’ position in class and do not overemphasize students’ posture. As I have observed for many years and in some classes I have attended when doing this research students who seat at the Trần Thị Mỹ

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fore part of the class debate more frequently than those at the after part of the class. Hence, in a semester the teacher could know who are passive or active and move their seats in class. By this way, passive students are usually motivated and receive more opportunities and confidence to share their ideas in class.

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Vietnamese and American Students’ Debating

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Third, due to Vietnamese people’s conception of respect to the teacher has influenced deeply on students and even on teachers, the teacher should help students understand correctly and positively about in-class debate’ significance and benefits. The teacher himself must clearly distinguish between students’

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debating and their attitude to the teacher because the teacher and the student do not, in reality, accept debate as good speech act. Forth, a close relationship should be established between the teacher and his students. The above-data also support this idea. When students are not afraid of

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their teachers or when the teacher help students feel comfortable in class whey will easily express themselves. Fifth, the lesson should be designed into a series of questions and the teacher has duty to guide students to argue for or against to find their own answer. After that the teacher should provide enough time and opportunities for all Trần Thị Mỹ

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students in class to express themselves. This activity should often happen so that debate become students’ habit and they consider it normal and interesting. This suggestion demands the teacher to be flexible in designing a lesson.

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Final, the activity of students’ participation should be marked. In most cases, when debating is connected to students’ profits they may volunteer to debate in class and it is easy to have debate when necessary.

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Chapter 6: CONCLUSION 1. Summarizing the content This study has investigated the differences and similarities in Vietnamese and American students’ debating through the data collected from questionnaire and interviews. After analyzing the data collected from the subjects, Vietnamese Trần Thị Mỹ

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students and American one, we can say that beside the similarities in general attitude to debate, there are some significant differences in classroom debate. Firstly, the debate between teachers and those among students have not been as popular in Vietnamese as in America despite the former’s positive view about classroom debate. Secondly, the results from this study confirmed again that there Trần Thị Mỹ

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are some factors influencing on students’ debate in class, however, cultural elements are dominant ones in students’ debating. Third, after analyzing the data of present study, a conclusion of teachers’ role can be drawn that they can be motivating factors in in-class debates. Finally, some suggestions which basing on

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Vietnamese debating state are raised with the hope of Vietnamese students’ overcoming the barriers. The culture is not the whole elements but a minor or specific one. Basing on Tran Ngoc Them’s study of an original interpretation to explain the differences in debating between Vietnamese and American students, we can conclude that Trần Thị Mỹ

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Vietnam is an agricultural country with synthetic conception. The things which are interested are not separate elements but their relationships among them. That means the Vietnamese highly value the relationship in society and respect the quiet in their life. In contrast, American culture origins from animal husbandry, so the

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subjects they are interested are individuals because relationships in their community are natural, they think. (2002, p. 45). In brief, there is no completely pure culture. In some senses, this culture can borrow some characteristics from others, neighboring or further countries. That is understandable and acceptable. Trần Thị Mỹ

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2. Suggesting implications The results of this research support the idea that someone will study the ways to motivate Vietnamese students in class after finding out the suitable solutions for cultural values which are considered as barriers. Besides, some information from my present study will be valuable for those who are interested in Trần Thị Mỹ

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Vietnamese culture, especially when they analyze meanings of Vietnamese students’ keeping quiet. One further implication, I hope, is that my research can support other one using debate as learning and teaching technique in Vietnam. 3. Significance of the findings

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The current findings add substantially to our understanding of some different cultural values in general and the differences in classroom debating style between Vietnamese students and American one. This research may be a valuable material for those who are interested in cultural field or those working or being going to do in teaching area in Vietnam. Trần Thị Mỹ

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4. Limitations of the current study Finally, a number of important limitations need to be considered. First, the study used a convenient sample that is hardworking and enthusiastic in learning in Hue library in Vietnamese and those in American. Second, forty students for each country seem to be a small sample. The study, I think, may be more interesting if I Trần Thị Mỹ

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could have a large sample. Final, due to time limitation I could not have observation in some classes that might make the data more realistic and accurate. 5. Recommendations for further work It is recommended that further research be undertaken in the following areas: Trần Thị Mỹ

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A. Vietnamese culture and meanings of keeping quiet and saying “Yes”.

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REFERENCES 1. Allison. S. (2002). Debating with The Talented and Gifted Students. Canadian

Statistics The Classroom, Vol. 22, No. 1, pp. 13-14. 2. Anderson, R. C. (1998). The Structure of Discussions That Promote

Reasoning. Teacher College Record, Vol. 10, No. 2, pp. 315-368. Trần Thị Mỹ

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3. Ediger, M. (1994). Speaking and The Pupil. Educational Resources Information Center (ERIC), 1-17. 4. Felton, M. K. (2004). The Development of Discourse Strategies in Adolescent

Argument, 19 (2004), pp. 35-52.

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5. Jerome, L. & Algarra, B. (2005). Debating Debating: A Reflection on The Place of Debate within Secondary Schools. The Curriculum Journal, Vol.16, No.4, pp. 493-508. 6. Ludlum, M. P. (1993). Four Steps to Revitalizating NDT Participation.

National Debate Tournament, Apr (1993), pp. 1-23. Trần Thị Mỹ

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7.

- A comparative study

Rosenthal, C. S. & Rosenthal, J. A. (2003). Learning and Talking about Politics: Gender dynamics. American Political Science Association Meeting, Philadelphia, PA, Aug, pp. 1-16.

8. Tran Ngoc Them, (1997). Tim Ve Ban Sac Van Hoa Viet Nam. NXB: T.P Ho Chi Minh. Trần Thị Mỹ

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9. Tumposky, N. R. (2004). The Debate Debate. Vol.78, No. 2, pp. 51-55. 10. Simonnaux, L. (2002). Case Study: Analysis of Classroom Debating Strategies

in The Field of Biotechnology. Journal of Biological Education, Vol. 37, No. 1, pp. 9-12.

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11. Windschitl, M. (2006). Sparking The Debate over Science Education Reform,

pp. 20-31. 12. Tweed, R. G. & Lehman, D. R. (n. d.). Confucian and Socratic Approaches to

Learning.

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13. Tweed. R. G. & Lehman. D. R. (n. d.). Confucian and Socratic Approaches to

Learning.

Retrieved

from

http://64.233.167.104/search?q=cache:LDBBCa7CAzkJ:www.edst.educ.ubc.ca /faculty/pratt/downloads/Confucian_Socratic.doc+%22confucian+and+socratic +approaches+to+learning%22&hl=vi&ct=clnk&cd=1&gl=vn Trần Thị Mỹ

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14. http://www.rc.kyushu-u.ac.jp/~inouen/deb-trad.html 15. Inoue, Narahiko. 1996. Traditions of "Debate" in Japan. Bulletin of the Graduate

School of Social and Cultural Studies, Kyushu University, Vol. 2, pp. 149-161. (Web version available from http://www.rc.kyushu-u.ac.jp/~inouen/deb-trad.html/)

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APPENDIX TABLES

Question 1: What do you think of classroom debate? Good

Bad

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Others: Supervisor: Trần Quang Ngọc Thúy

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Vietnamese and American Students’ Debating

Vietnamese students (V)

75%

- A comparative study

10%

-depend of the content of the lesson -debate should be limited in time.

American students (A)

100%

0%

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Question 2: Do you like to debate and to give your ideas freely in class? V A

Yes

No

95% 97.5%

5% 2.5%

Question 3: How do you contribute to the class? V Trần Thị Mỹ

A

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Raise your hand and speak when you have any idea Only when you know the correct answer When being asked by your teachers When being asked by your group members

Trần Thị Mỹ

5%

26.5

70

35

15

32.5

7.5 7.5%

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V

A

- Only debate favorite problem or- join in discussion Other ways

really reasoned argument

- Just speak out or speak out without handing or

standing up. Question 4: Which elements affect your debate? (You can choose more than one Trần Thị Mỹ

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Vietnamese and American Students’ Debating

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thing)

V A Teacher’s attitudes 30 30 Classmates’ attitudes 8 27 Knowledge 2 8 Your position and posture when talking 11 15 Personality 20 36 Others 0 0 Question 5: What are you doing when there is American classroom debate? Trần Thị Mỹ

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V

A

Put forth ideas

10%

45%%

Listen and question

50%

45%%

Just listen

32.5%

5%

Ignore

2.5%

0

Trần Thị Mỹ

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Dislike Reject the discussed argument Others

5%

0

2.5%

5%

V

A

No

-Write down other people’s ideas so you can research them.

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-Research their argument so it can be discussed next time in class.

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Question 6: What do you feel after a classroom debate? V

A

Satisfied whether you succeed or not.

60%

82.5%

Satisfied only when you succeed.

15%

10%

Tired

10%

0%

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Never want to repeat.

0%

0%

Others:

15%

7.5%

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Chart 8: How often do you debate with your teachers in class?

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60 50 40

V

30

A

20

Line 3

10 0 alw ays

often

rarely

never

Vietnamese and American Students’ Debating

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60 50 40

V

30

A

20

Line 3

10 0 alw ays

often

rarely

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never

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Question 10: When you disagree with your teachers in class, how do you say? V A Say directly: “I don’t agree with you” 20% 65% Say politely: “Excuse me, your ideas sound good but I don’t 45% 22.5% agree completely”. Keep silent Others

25% 10%

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10% 2.5%

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Chart 11: How often do you debate with your classmates in class?

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100 80 60 A

40

V

20 0 alw ays

often

rarely

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never

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Question 12: When you disagree with your classmate(s) in class you will: V A Say directly: “I don’t agree with you” 37.5% 65% Say politely: “Excuse me, your ideas sounds good but I 50% 22.5% don’t agree completely. Keep silent 12.5% 12.5% Others Question 13: How do your teachers affect your debate with your classmates? V A Trần Thị Mỹ Supervisor: Trần Quang Ngọc Thúy - 206 -

Vietnamese and American Students’ Debating

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They encourage you to debate 47.5% They stop you from debating 15% They have no effect 32.5% Others: 5% Question 14: How do you feel when you are debated? V (N=40) Normal 70%

Face-losing

7.5%

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50% 18.5% 17.5% 0% A (N=40) 82,5% 12.5%

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Others

- A comparative study

V

A

- Only debate with those who understand me. - Confident - Tired.

-

Engaged - Pleased Interested

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-

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Question 15: Does your debate affect your relationship with you debater? Yes

V (N=40) 50%

A (N=40) 25%

No

50%

75%

Question 16: When you are going to be opposed to someone, what do other classmates react? Trần Thị Mỹ

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Vietnamese and American Students’ Debating

V (N=40) 17.5% 15% 65%

Encourage you to do Prevent you from debate Ignore Other ideas:

- A comparative study

A (N=40) 45% 0% 45%

V

A

- Contribute ideas

- Contribute, support or oppose you

- Listen and join in on either side Question 17: Are you afraid of “losing face” when saying something wrong in Trần Thị Mỹ

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your class V (N=40) A (N=40) Yes 50% 17.5% No 50% 82,5% Question 18: According to you, how do students in your country debate in class? V(N=40) A(N=40) Fiercely 0 12.5% Excitingly 15% 50% Normally, when being asked by teachers. 60% 37.5% Trần Thị Mỹ

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Insipidly Others

- A comparative study

25% Very insipidly

0

Question 19: (Vietnamese version) According to you, why Vietnamese students rarely debate in class? They respect their teachers. They think that their teachers are always right. They are afraid that their teachers and friends will have negative Trần Thị Mỹ

15% 12.5% 12.5%

Supervisor: Trần Quang Ngọc Thúy - 212 -

Vietnamese and American Students’ Debating

- A comparative study

remarks on them. They have no enough knowledge and words. They are shy, timid. Others:

20% 32.5%

-They are passive in learning - Their teachers do not give them enough opportunities. - The classroom environment is not good enough. Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 213 -

Vietnamese and American Students’ Debating

- A comparative study

Question 19: According to you, what is a good class? V (N=40)

A (N=40)

A silent, obedient one

10%

7.5%

One in which there are exciting

80%

87.5%

debates Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 214 -

Vietnamese and American Students’ Debating

V: 10%

- A comparative study

A: 7.5%

-.A combination of debate and quiet.Most of debates are not able to be won Others: - The teacher has a good transferringor lost. They leave us no clear ability.

conclusion just a better understanding.

- Debate in a serious environment. A combination of debate and quiet. Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 215 -

Vietnamese and American Students’ Debating

- A comparative study

Question 20: What do you think about a student who disagrees with their teachers’ ideas? V

A

Impolite

0%

5%

Daring

25%

5%

Normal

62.5%

70%

Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 216 -

Vietnamese and American Students’ Debating

Others

- A comparative study

(V)2.5%

(A)20%

-

-

-

-

-

-

Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 217 -

Vietnamese and American Students’ Debating

- A comparative study

Interview questions: Do you give your ideas when you are not sure of correct answer? According to you, are students afraid of opposing their teachers’ ideas? Have your teachers stop you from debating to keep your class in quiet or for any other purpose? Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 218 -

Vietnamese and American Students’ Debating

- A comparative study

Have you ever oppose your close classmate’s ideas in class? Some people do not like being debated. What do you think if this ideas true?

Trần Thị Mỹ

Supervisor: Trần Quang Ngọc Thúy - 219 -