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Aspects of Critical Thinking Ability (CTA) for EFL

김언조
현대영어교육학회 (The Modern English Education Society)|2020.08|현대영어교육 (Modern English Education)|제21권 제3호|pp. 1-14|DOI 10.18095/meeso.2020.21.3.1

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초록

The purpose of the study is to investigate various ways of enhancing critical thinking ability (CTA henceforth) for EFL. It reviews definitions of CTA, linguistic features in terms of rhetorical device analysis, strategic procedures, interactive activities, and the teachers’ role in CTA. The findings indicate that the development of both language and CTA entail complementary cognitive relationships, and one of CTA’s primary features is linguistic sensitivity. Therefore, the process of CTA implementation may be factored in linguistic elements such as rhetorical device analysis matched to EFL learners’ language proficiency. As CTA develops from less to more sophisticated reasoning, the study proposes 8 procedural steps —PICA-EIOR— starting from probing problems to reflecting on conclusions. The study advocates EFL discussion and inquiry and proposes preliminary interactive CTA activities prior to PICA-EIOR. The study argues that for CTA implementation the teachers’ role is critical in terms of providing a cooperative learning environment, presenting CTA materials, providing questions, being a facilitator, and offering tutorials.

Abstract

The purpose of the study is to investigate various ways of enhancing critical thinking ability (CTA henceforth) for EFL. It reviews definitions of CTA, linguistic features in terms of rhetorical device analysis, strategic procedures, interactive activities, and the teachers’ role in CTA. The findings indicate that the development of both language and CTA entail complementary cognitive relationships, and one of CTA’s primary features is linguistic sensitivity. Therefore, the process of CTA implementation may be factored in linguistic elements such as rhetorical device analysis matched to EFL learners’ language proficiency. As CTA develops from less to more sophisticated reasoning, the study proposes 8 procedural steps —PICA-EIOR— starting from probing problems to reflecting on conclusions. The study advocates EFL discussion and inquiry and proposes preliminary interactive CTA activities prior to PICA-EIOR. The study argues that for CTA implementation the teachers’ role is critical in terms of providing a cooperative learning environment, presenting CTA materials, providing questions, being a facilitator, and offering tutorials.

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