Titre : |
The role of critical thinking skills in learning english as a foreign language : A case study of first year master’s students, department of letters and english language, mentouri brothers university,Constantine |
Type de document : |
texte imprimé |
Auteurs : |
Achwak Hamaizia, Auteur ; H. Saadi, Directeur de thèse |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2017 |
Importance : |
112 f. |
Format : |
30 cm. |
Note générale : |
Une copie électronique PDF disponible en BUC. |
Langues : |
Anglais (eng) |
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
English Language Teaching Critical Thinking Skills Learning English |
Index. décimale : |
420 Langue anglaise |
Résumé : |
University students are expected to be able to think critically in a variety of ways of learning,
such as evaluating, analyzing, and decision making, so that they can activate their mental
abilities towards the process of learning English as a foreign language. Theoretical sources of
two chapters seek to contribute to the understanding of different concepts of critical thinking
and learning said to enhance students’ learning outcomes. The present study attempts to
investigate the potential relationship between critical thinking and learning. It aims to show
that first year Master’s students of English at Mentouri Brothers University would develop
their thoughtful thinking if they put into practice their mental capacities of critical thinking in
learning English as a foreign language. To reach the aim of this research work, two tests and a
questionnaire are used. The assessment is gradually developed, from the moderate,
intermediate, to the high order thinking to check how the effort of learning and thinking are
taking place among learners. Significant correlation was found between their critical thinking
ability and language learning, as measured by the first moderate test to see whether they
produce or reproduce knowledge in scoring tests which measures their general critical
thinking abilities, together with a questionnaire, and Watson Glaser critical thinking test. The
results obtained from the examination of the data are in the direction of our hypothesis and
could offer some implications for teaching. It is suggested that to enhance learning and raise
students’ awareness of critical thinking, teachers should use challenging tasks to promote
thoughtful thinking. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4661 |
The role of critical thinking skills in learning english as a foreign language : A case study of first year master’s students, department of letters and english language, mentouri brothers university,Constantine [texte imprimé] / Achwak Hamaizia, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 112 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
English Language Teaching Critical Thinking Skills Learning English |
Index. décimale : |
420 Langue anglaise |
Résumé : |
University students are expected to be able to think critically in a variety of ways of learning,
such as evaluating, analyzing, and decision making, so that they can activate their mental
abilities towards the process of learning English as a foreign language. Theoretical sources of
two chapters seek to contribute to the understanding of different concepts of critical thinking
and learning said to enhance students’ learning outcomes. The present study attempts to
investigate the potential relationship between critical thinking and learning. It aims to show
that first year Master’s students of English at Mentouri Brothers University would develop
their thoughtful thinking if they put into practice their mental capacities of critical thinking in
learning English as a foreign language. To reach the aim of this research work, two tests and a
questionnaire are used. The assessment is gradually developed, from the moderate,
intermediate, to the high order thinking to check how the effort of learning and thinking are
taking place among learners. Significant correlation was found between their critical thinking
ability and language learning, as measured by the first moderate test to see whether they
produce or reproduce knowledge in scoring tests which measures their general critical
thinking abilities, together with a questionnaire, and Watson Glaser critical thinking test. The
results obtained from the examination of the data are in the direction of our hypothesis and
could offer some implications for teaching. It is suggested that to enhance learning and raise
students’ awareness of critical thinking, teachers should use challenging tasks to promote
thoughtful thinking. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4661 |
|