Complications in Teaching Argumentative Speech to Students in Grades 8–9.

Аннотация

The article explores the theoretical and methodological foundations of teaching oral argumentative speech to
8th–9th grade students in English classes. It reveals that argumentation is a complex cognitive and communicative process
combining linguistic, logical, psychological, and sociocultural components. The author identifies the key difficulties
learners encounter in mastering reasoned speech–such as ambiguity of lexical meaning, insufficient logical coherence,
lack of argumentative strategies, and limited vocabulary for expressing cause–effect relationships. Drawing on the works
of Elukhina (1996), Budden (2007), Mayfield (2014), and Hasibuan et al. (2020), the study classifies the main types of
errors in students’ argumentative speech and correlates them with linguistic and psychological factors. A comprehensive
typology of challenges–linguistic, sociocultural, logical–semantic, and psychological–is proposed, serving as a framework
for developing targeted teaching methods. The article concludes that systematic work on critical thinking, lexical enrichment,
and argumentation modeling is essential for forming students’ argumentative competence at the A2–B1 levels,
ensuring effective participation in dialogic and monologic communication