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Previous research within the field of argumentation has established that argumentation plays an important role in a variety of professions. Written argumentation has been extensively explored and investigated to examine its various aspects, including argument structures and schemes, argumentative strength, the role of audience, the evaluation of argument, argumentative persuasiveness and force, and so on. It appears, however, that few studies have been carried out to address the issues of spoken argumentation. To fill the gap, this article attempts to compare elements of the spoken argumentative genre produced by Chinese EFL learners to those in their native English-speaking counterparts. Findings from the study show that the former group generally produced an exposition genre focusing on one side of the argument, whereas the latter group noted two or more sides of the argument in order to balance the issue. In addition, Chinese EFL learners tended to use a formulaic argument structure, whereas native English speakers used a more discursive pattern. Pedagogical implications and potential directions for future studies on spoken English argumentation are suggested in the conclusion. Des recherches anterieures dans le domaine de l’argumentation ont etabli que cette capacite joue un role important dans diverses professions. L’argumentation par ecrit a ete intensement exploree et ses divers aspects bien etudies, y compris la structure et les schemas, la force des arguments, le role du public, l’evaluation du raisonnement, le pouvoir de persuasion, et ainsi de suite. Toutefois, il semble que peu de recherches ont porte sur l’argumentation orale. Afin de combler cette lacune, cet article a comme objectif de comparer des elements de l’argumentation orale d’apprenants chinois d’ALE a ceux de leurs homologues anglophones. Les resultats de l’etude indiquent que les premiers produisaient, de facon generale, un expose traitant d’un cote de l’argument alors que les deuxiemes en evoquaient deux aspects ou plus de sorte a equilibrer la question. De plus, les apprenants chinois tendaient a employer une structure argumentative basee sur des formules tandis que les anglophones avaient recours a une structure plus discursive. La conclusion de l’article offre des incidences pedagogiques et des orientations possibles pour la recherche portant sur l’argumentation orale en anglais.

A Comparative Genre Study of Spoken English Produced by Chinese EFL Learners and Native English Speakers