| Titre : |
Correlation between critical thinking and language learning |
| Type de document : |
texte imprimé |
| Auteurs : |
Widjden Bousmid, Auteur ; El kheir Atamna, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
105 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en Bus |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Correlation Critical Thinking Language Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Thinking critically is very significant in promoting language learning. However, its importance is mostly not deemed in the Algerian education. Therefore, this research aims at showing how substantial it is to integrate critical thinking skills in language learning, and we hypothesized that thinking critically enhances language learning. Our study begins with presenting the ideal approach wherein critical thinking can be implemented, the learners’ centered approach. Then, it defines learning, thinking, and shows the relationship between language and thought. Most importantly, this study provides a literature review about critical thinking which can be of great help to both students and teachers. Finally, it presents the investigation of the hypothesis. To reach the aim of the study, we relied on two means of research: the test and the interview. The sample of students chosen for this study were given a sample of the Watson Glaser appraisal test that evaluated their ability to think critically. The test results were compared to the students’ first semester exams scores that are supposed to reflect their language proficiency. The comparison between critical thinking and language proficiency scores showed that there is no correlation between the two variables; thus, we refuted the research’s hypothesis. We supposed that there are factors that made us reject our hypothesis, the supposition of particular factors served us to design the questions of the interview. The students’ answers affirmed that the factors hinder the students’ exams scores to be representative of their real language proficiency; hence, it affects the investigation of the correlation between the exams’ scores and critical thinking scores. Through the findings of this research, we drew several conclusions and suggested some implications like incorporating critical thinking in the teaching and assessment of language proficiency of English students at Constantine 1 University. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3640 |
Correlation between critical thinking and language learning [texte imprimé] / Widjden Bousmid, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 105 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Correlation Critical Thinking Language Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Thinking critically is very significant in promoting language learning. However, its importance is mostly not deemed in the Algerian education. Therefore, this research aims at showing how substantial it is to integrate critical thinking skills in language learning, and we hypothesized that thinking critically enhances language learning. Our study begins with presenting the ideal approach wherein critical thinking can be implemented, the learners’ centered approach. Then, it defines learning, thinking, and shows the relationship between language and thought. Most importantly, this study provides a literature review about critical thinking which can be of great help to both students and teachers. Finally, it presents the investigation of the hypothesis. To reach the aim of the study, we relied on two means of research: the test and the interview. The sample of students chosen for this study were given a sample of the Watson Glaser appraisal test that evaluated their ability to think critically. The test results were compared to the students’ first semester exams scores that are supposed to reflect their language proficiency. The comparison between critical thinking and language proficiency scores showed that there is no correlation between the two variables; thus, we refuted the research’s hypothesis. We supposed that there are factors that made us reject our hypothesis, the supposition of particular factors served us to design the questions of the interview. The students’ answers affirmed that the factors hinder the students’ exams scores to be representative of their real language proficiency; hence, it affects the investigation of the correlation between the exams’ scores and critical thinking scores. Through the findings of this research, we drew several conclusions and suggested some implications like incorporating critical thinking in the teaching and assessment of language proficiency of English students at Constantine 1 University. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3640 |
|
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