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: Binh Nguyen Thi Thanh

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: NCBI

ID: 582059

Thêm vào giỏ

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

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