| Titre : |
Teachers' Perceptions of the Relationship between Learning Strategies and Critical Thinking in Learning English as a Foreign Language Department of Letters and English, University "Frères Mentouri", Constantine 1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Hadjer Hammadi, Auteur ; Hacene SAADI, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2019 |
| Importance : |
91 f. |
| Format : |
30cm. |
| Note générale : |
Une copie electronique PDF disponible au BUC. |
| Langues : |
Français (fre) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Thinking critically is a noteworthy characteristic that University students are expected
to have. This ability helps in the process of learning English as a foreign language in
the sense that learners become capable of guiding their own learning through the
appropriate adoption of language learning strategies. The present study attempts to
investigate the potential relationship between critical thinking and language learning
strategies, based on teachers' opinions. It aims at investigating teachers' viewpoints on
learners' critical thinking ability, and their opinions concerning the implementation of
critical thinking in English language learning. Therefore, we hypothesize that if
learners of English as a foreign language develop their critical thinking ability, then
their language learning would be more strategic. To reach the aim of the study, we
have relied on a structured teachers' questionnaire as a tool of research. We attempt to
cover teachers' perceptions regarding learners' critical thinking skills and learners'
awareness of the different language learning strategies. Thus, we attempt to figure out
the relationship between the two and their importance in English language learning.
The results are in the direction of our hypothesis in the sense that they stress the fact
that critical thinking helps in making English language learning more strategic.
Consequently, critical thinking guides the adoption of the different language learning
strategies. It is suggested that teachers should use tasks that activate learners' mental
capacities and promote their critical thinking. This leads to the appropriate use of
language learning strategies and, therefore, better learning outcomes. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12458 |
Teachers' Perceptions of the Relationship between Learning Strategies and Critical Thinking in Learning English as a Foreign Language Department of Letters and English, University "Frères Mentouri", Constantine 1 [texte imprimé] / Hadjer Hammadi, Auteur ; Hacene SAADI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 91 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Français ( fre)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Thinking critically is a noteworthy characteristic that University students are expected
to have. This ability helps in the process of learning English as a foreign language in
the sense that learners become capable of guiding their own learning through the
appropriate adoption of language learning strategies. The present study attempts to
investigate the potential relationship between critical thinking and language learning
strategies, based on teachers' opinions. It aims at investigating teachers' viewpoints on
learners' critical thinking ability, and their opinions concerning the implementation of
critical thinking in English language learning. Therefore, we hypothesize that if
learners of English as a foreign language develop their critical thinking ability, then
their language learning would be more strategic. To reach the aim of the study, we
have relied on a structured teachers' questionnaire as a tool of research. We attempt to
cover teachers' perceptions regarding learners' critical thinking skills and learners'
awareness of the different language learning strategies. Thus, we attempt to figure out
the relationship between the two and their importance in English language learning.
The results are in the direction of our hypothesis in the sense that they stress the fact
that critical thinking helps in making English language learning more strategic.
Consequently, critical thinking guides the adoption of the different language learning
strategies. It is suggested that teachers should use tasks that activate learners' mental
capacities and promote their critical thinking. This leads to the appropriate use of
language learning strategies and, therefore, better learning outcomes. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12458 |
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