Fallacies made by second-year students of fast track program, ULIS, VNU in the debate activity = Lỗi lập luận sinh viên chất lượng cao năm 2, ĐHNN, ĐHQG mắc phải trong hoạt động tranh luận

• Main Author: Đặng, Thị Phượng
• Other Authors: Dương, Thu Mai
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Tiếng Anh > Dạy và học; Kỹ năng giao tiếp; Tranh luận
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/99867
• Institution: Vietnam National University, Hanoi

With an investigation into the situation of fallacy commission among second-year students of Fast Track Program, ULIS, VNU, this research targets at (1) discovering the types of fallacies students made in the debate process and (2) defining the effects those fallacies have on learners’ debate performance and the debates, and (3) diagnosing students’ present knowledge about logical fallacies. To realize the given aims, the research exploits three kinds of data collection methods comprising observation, interview and survey. Not only content analysis but also statistical analysis was utilized. The result taken from the questionnaire and observation shows that despite being quite critical to recognize the presence of some fallacies, all students lack insightful knowledge about logical fallacies and that in comparison with formal fallacies, informal types are much more difficult to handle. Besides, while observation data analysis reveals eleven fallacies made by the students, which is a relatively significant number, the interview result indicates that those logical errors are the root of different problems concerning the effectiveness of students’ debate performance and the debates. The research results all suggest a greater emphasis on the practice of logical fallacy learning and teaching.