The Effects of Parliamentary Debate as a Pedagogy for Argumentation in L1 and L2 Contexts

Abstract Debates have long been an effective educational method in various fields, including argumentation education. In debates in which participants are divided into affirmative and negative sides, engagement in argumentation is heightened. Numerous studies have attempted to demonstrate this, but the question of whether participation in debates leads to increased argumentativeness, or whether individuals who engage in debates inherently have a higher orientation towards argumentation, remains unresolved. In the present study, debates were conducted for 15 weeks, and argumentativeness was measured using pre-and post-tests. The results confirmed that debate participation increases argumentativeness. Furthermore, while previous research has mostly focused on argumentativeness in the first language, the present study deepens the relationship between argumentativeness in both first and second languages. Specifically, focusing on Japan, where the first language (Japanese) is high-context and the second language (English) is low-context, this research clarifies the relationship between argumentativeness in the first and second languages, as well as the impact of debate.