Developing Critical Thinking in EFL Classes

An Infusion Approach
1. Auflage 2018
ISBN: 978-981-10-7783-8
Verlag: Springer Nature Singapore

Buch, Englisch, 194 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 494 g

This book presents an innovative teaching experiment and an analytical study of critical thinking and the sociocultural theory of learning to illustrate the cognitive learning development mechanisms.  It addresses the issues in developing critical thinking, including the controversy surrounding the definition, measurement and teaching of critical thinking, particularly in the L2 context.
The book explains how infusion-thinking lessons can be structured to help students develop critical thinking along with language learning. Further, it uses a case study as a real-world example to examine the applicability and feasibility of infusion-thinking lessons in the EFL context and their effectiveness in developing students’ critical thinking and language learning.
Packed with thinking activities and techniques, this practical, hands-on manual provides original ideas and empirical data, giving teachers everything they need to plan theirlessons to improve students’ critical thinking within language courses and evaluate their teaching.

Zielgruppe

Research

Autoren/Hrsg.

Lin, Yue

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Core Issues in Developing Critical Thinking Skills.- Infusion Approach.- Critical Thinking and Writing.- Effectiveness of Teaching Thinking Skills.- A Case Study in a Chinese High School.- Data Collection.- Effects on Critical Thinking.- Impact on Writing.- Students’ Attitudes towards and Perceptions of Infusion Lessons.- Implications.- Appendixes.

Über Autor(innen)

Yue Lin currently is a lecturer at Shenzhen University, teaching College English for undergraduate students, and Modern English Pedagogy and English Language Testing for mater students.  She studied in Educational and Applied Linguistics and received her PhD degree from University of Newcastle (U.K) in 2014.  Her current research focuses on the second language teaching and learning, and the teaching of critical thinking.