Die Entwicklung Der Argumentationskompetenz Von Bilingualen

Abstract

The aim of this study is to examine the development of argumentation competence in bilinguals. Argumentation is the process of drawing conclusions or logically defending and substantiating assertions, and is associated with linguistic and cognitive skills. Differences between monolingualism and bilingualism can have a significant impact on argumentation processes. Bilingualism gives individuals a broader linguistic and cultural perspective, which enriches their reasoning skills. The main objective of the study is to compare the reasoning skills of monolinguals and bilinguals, particularly with regard to the reference points of the arguments, and to show the linguistic, cognitive and cultural differences in these processes. In the context of the study, selected texts written by students in the fifth, seventh and tenth grades in Turkish and German are analyzed. First, the production of theses and arguments between monolinguals and bilinguals will be identified and then these arguments will be categorized into thematic groups. The created groups will be compared in terms of linguistic features and age-based differences. In the meantime, the main focus will be on the relationship between thesis and argument in the texts and the arguments will be analyzed to show how cognitive structures as well as linguistic skills are used. The methodological structure of the study consists of two main parts: the theoretical framework and the analyses. In the theoretical part, the literature on the concepts of bilingualism and argumentation will be reviewed and the relationship between these concepts will be discussed. In the analysis part, students' texts will be analyzed and argumentative productions will be grouped thematically. In the conclusion, after presenting the numerical data obtained in the form of a table in the variables of age, language and thematic groups, the effects of bilingualism on argumentation skills will be analyzed and interpreted in an effort to reveal how linguistic and cognitive differences are shaped in educational, social and cognitive contexts.