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Abstract
In modern education, the development of students’ communicative competence in English is closely connected with their ability to express and justify opinions. Argumentative speaking, as one of the most complex types of speech activity, requires not only linguistic knowledge but also logical thinking and the ability to interact in dialogue. This study examines the effectiveness of a communicative-cognitive approach to teaching argumentative speaking to secondary school students. The results show that integrating interactive tasks and structured argumentation models significantly improves learners’ fluency, coherence, and confidence.
References
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