Cultivating Critical Thinking through Task-Based Language 
Teaching in Comprehensive English Course: Taking 
"Why Historians Disagree" as an Example

Qianqian Gao

doi:10.70711/neet.v4i1.8491

Cultivating Critical Thinking through Task-Based Language Teaching in Comprehensive English Course: Taking "Why Historians Disagree" as an Example

Qianqian Gao

Abstract

As a core course for English majors, Comprehensive English is expected to balance language acquisition with the cultivation of
critical thinking skills. However, current teaching practices tend to prioritize linguistic knowledge over critical thinking training, leaving
students ill-equipped to engage in logical analysis and critical expression in complex contexts. This study aims to explore the efficacy of
task-based language teaching (TBLT) in cultivating critical thinking. Using the text "Why Historians Disagree" from Contemporary College English ? as teaching material, a scaffolded task chain is designed, namely, pre-class text deconstruction and question generation,
while-class interactive exploration and debate, post-class thinking and application. This approach integrates TBLT with cultivating critical
thinking in a structured manner. The study offers a practical pedagogical model for achieving integration of linguistic and cognitive objectives in Comprehensive English teaching. It also offers a reference for promoting the normalization of critical thinking cultivation in other
language teaching courses.

Keywords

Task-based language teaching; Critical thinking ability; Teaching practice

Full Text:

PDF

Included Database

References

[1] Paul R, Elder L. Critical thinking: What, why, and how[J]. New directions for community colleges, 1992, 77(2): 3-24.

[2] Facione, P. A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction [M]. Millbrae: California Academic Press, 1990.

[3] Wen Qiufang, Zhao Cairan, Liu Yanping, et al. A pilot study on the construction of an objective measurement tool for critical thinking

ability of foreign language majors in China[J]. Foreign Language Teaching, 2010, 31(01): 55-58+63.

[4] Nunan, D. Designing Tasks for the Communicative Classroom [M]. Cambridge: Cambridge University Press, 1989.

[5] Wang Lili, Xu Hao. An action research on the teaching practice of "Comprehensive Business English" based on the task-based language

teaching method[J]. Modern English, 2023, (03): 61-64.

[6] Wen Qiufang, Sun Min, Zhang Lingli. The developmental trend of critical thinking skills among foreign language majors: A longitudinal

study[J]. Foreign Language World, 2018, (06): 12-19.

DOI: http://dx.doi.org/10.70711/neet.v4i1.8491

Refbacks

There are currently no refbacks.