THE TOULMIN MODEL OF ARGUMENTATION IN TEACHING VIETNAMESE TO FOREIGN LEARNERS
DOI:
https://doi.org/10.51453/3093-3706/2026/1421Keywords:
argumentation, Toulmin model, Vietnamese as a foreign language, language teaching, Vietnamese language proficiencyAbstract
This article reviews the theoretical foundations of the Toulmin model of argumentation and proposes a pedagogical framework for applying this model to the teaching of Vietnamese as a foreign language (VFL). The study aims to support the development of learners’ argumentative discourse competence in alignment with the learning outcomes specified in the Vietnamese Language Proficiency Framework for Foreigners (six levels compatible with the CEFR). From the perspective of argumentation theory, the Toulmin model, comprising the components claim, data/grounds, warrant, backing, qualifier, and rebuttal, provides a practical structure for analyzing and organizing arguments in natural discourse. However, foreign learners of Vietnamese often rely on simplified argumentative structures with limited use of counterargument and rebuttal, despite the importance of these dialogic elements in predicting writing quality.
This article proposes a structure-to-language-resources approach, in which Toulmin’s components are mapped onto Vietnamese linguistic resources such as cohesion devices, modal expressions, stance markers, and politeness strategies. The proposed framework offers a structured pathway for designing instructional tasks that support the development of argumentative competence in Vietnamese language classrooms.
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