VI C PHÁT Ệ TRIỂN TƯ DUY PHẢN BIỆN Ở CÁC LỚP NGOẠI NGỮ TIẾNG ANH: THỰC TRẠNG VÀ TRIỂN VỌNG=INTEGRATING CRITICAL THINKING IN EFL CLASSES: CURENT PRACTICES AND PROSPECTS

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Tác giả: Thi Thanh Binh Nguyen

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2017

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 472874

Thêm vào giỏ

Critical thinking has recently been recognised as an important component of language education (Gunawardena & Petraki, 2014
Houghton & Yamada, 2012). This empirical study aims to investigate the integration of critical thinking in EFL classes at a university of foreign languages. Document analysis (course syllabi) and semi-structured interviews (teachers) were used to collect data for this specific question. The study found that critical thinking was stated as a course objective unevenly between the skill-based and content-based courses, and that the teachers faced certain constraints (e.g., the introduction of CEFR) to integrate critical thinking in their teaching. The study findings raise the question about how much EFL curriculum orientation should be about language skills or criticality, and the opportunities for critical thinking development in EFL skill-based and content-based courses.Tư duy phản biện đang được xem là một phần quan trọng trong đào tạo ngôn ngữ. Nghiên cứu này nhằm mục đích tìm hiểu việc lồng ghép tư duy phản biện ở các lớp ngoại ngữ tiếng Anh tại một trường đại học ngoại ngữ. Nghiên cứu này sử dụng phương pháp phân tích tài liệu (mô tả môn học) và phỏng vấn sâu (giáo viên) để thu thập dữ liệu. Kết quả cho thấy tư duy phản biện được đưa vào không đồng đều trong mô tả môn học giữa các môn kỹ năng và các môn nội dung
và giáo viên phải đối mặt với một số khó khăn trong việc phát triển tư duy phản biện ở các lớp ngoại ngữ Tiếng Anh (ví dụ, việc áp dụng Khung năng lực châu Âu). Kết quả nghiên cứu này đặt ra câu hỏi về mục tiêu phát triển kỹ năng ngôn ngữ hay phát triển năng lực phản biện trong khung chương trình đào tạo ngoại ngữ tiếng Anh, và cơ hội phát triển tư duy phản biện ở các môn học kỹ năng và các môn học nội dung.

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