¡Bienvenid@!

Searching for improved EFL classroom environments: the role of critical thinking-related tasks

libro

Más vistas

Searching for improved EFL classroom environments: the role of critical thinking-related tasks
COP $ 50.000
COP $ 50.000

Disponibilidad: Disponible

Searching for improved EFL classroom environments: the role of critical thinking-related tasks

Autor: Clelia Pineda Báez (Main Researcher)

Editorial: U. Externado de Colombia

U. Externado de Colombia

Categoría: Lingüística y Lenguas

Facultad: Educación

Año de Edición: 2003

2003

Idioma: Español

Formato: Libro Impreso

Número de páginas: 281

ISBN: 9789586168076

9789586168076

SAP: 530000196

530000196
This book presents the work of a group of teachers who embarked upon a new pedagogical innovation in the English foreign language realm. The text also summarizes the research which was undertaken regarding this project. More specifically we will refer to the implementation of didactic units centered...
O BIEN

SKU: 11771

Producto creado el 15/02/2008

description~Descripción~pv

Detalles

This book presents the work of a group of teachers who embarked upon a new pedagogical innovation in the English foreign language realm. The text also summarizes the research which was undertaken regarding this project. More specifically we will refer to the implementation of didactic units centered on the application of critical thinking-related tasks and their incidence in language competence. The main goal of this book is to share insights the may serve to guide educators in Colombia and Latin American towards the construction of improved learning environments.  
additional~Información adicional~pv

Información adicional

Editor / MarcaU. Externado de Colombia
Año de Edición2003
Número de Páginas281
Idioma(s)Español
Alto y ancho14 x 21 cm
Peso0.3700
Tipo Productolibro
custom_attributes_author~Autor~pv

Clelia Pineda Báez (Main Researcher)

información no disponible.

custom_attributes_toc~Tabla de Contenido~pv

Acknowledgments

Introduction

Chapter one
The research process

I. The quest for an improves learning environment

II. Our research questions and objectives


A. Main question
B. Related questions
C. Objectives

III. The path to find the answers to our questions

A. The corpus of our research
B. Data collection and analysis procedures

IV. The context of our research and our participants

A. The students
B. The teachers

Chapter two
The core concepts of our project

I. Critical thinking: towards a definition

A. The value of critical thinking and the role of education
B. What critical thinking entails
C. The art of questioning and critical thinking
D. Argumentation
E. The compatibility of critical thinking and the EFL classroom

II. Making sense of the world: meaning construction

III. A determining factor for meaning construction: classroom interaction

A. The initiation-response-evaluation model (IRE)
B. The initiation-response-feedback model (IRF): critical issues
C. Input adjustment

IV.The role of metacognition

V. Language competence: an evolving construct

A. Grammatical competence
B. Discursive competence
C. Socioppragmatic competence
D. Strategic competence

VI. Reflection

Chapter three

A. driving force didactic units

I. Needs analysis

II. Our attempt to become course developers

III.Instructional support

A. Teachers working together
B. The tasks and the materials

IV. Some reflections

Chapter four
Critical thinking and English language learning: a room with a view

I. Making associations and interpretations using background knowledge

A. Using knowledge from their field of study
B. Using professional beliefs, feelings, values and experiences
C. Using global and local knowledge
D. Spanish permeating constructions

II. Embryonic critical thinking

A. Expressing comprehension by means of one- word utterances : (entry point level I)
B. Lttempting to view issues critically

III. Emphasizing self-regulation processes

A. Teachers facilitating monitoring
B. Impromptu learning strategy use

IV. Prioritizing feedback: prompting students speech and critical reasoning

V. Asymmetry of interaction

VI. Adjusting language input to facilitate communication

VII. The evolving nature of language competence

Chapter five
Improving EFL learning environments: findings and implications

Bibliography
Appendixes

Tables
1. Female and male distribution
2. Taxonomy of Socratic questions
3. Common fallacies in argumentation
4. Diestler’s classification of fallacies in argumentation
5. Interaction modifications
6. Learning strategies
7. Repertoire of additional strategies
8. Categories resulting form the analysis

Figures

1. The components of good thinking
2. Bloom’s taxonomy
3. Critical thinking skills
4. Meaning construction framework
5. Metacognition model
6. Bachman’s model of language competence
7. Model of EFL competence
8. The study of pragmatics
9. Framework for course development
10.Syllabus grid
11.Types of tasks
12.Critical thinking and meaning construction
13.Capitalism

reviews~Reseñas~pv