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

    Atributos LU

    AutorClelia Pineda Báez (Main Researcher)
    Tabla de Contenido



    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


    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


    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

    Año de Edición2003
    Núm. Páginas281
    Peso (Físico)370
    Tamaño (Físico)14 x 21 cm
    TítuloSearching for improved EFL classroom environments: the role of critical thinking-related tasks

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