Critical Thinking - Hadley, Gregory
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Présentation Critical Thinking de Hadley, Gregory Format Broché
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Résumé :
Critical Thinking provides language teachers with a dynamic framework for encouraging critical thinking skills in explicit, systematic ways during their lessons....
Biographie: Gregory Hadley is a Professor of Cultural Studies and Applied Linguistics at Niigata University, Japan. He received his PhD in Applied Linguistics from the University of Birmingham, UK, where his primary focus was in the Sociology of English Language Teaching. A Visiting Fellow at the University of Oxford, UK, he is the author of English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory (2015) and Grounded Theory for Applied Linguistics: A Practical Guide (2017). Andrew Boon is a Professor in the Global Communications Department of Toyo Gakuen University, Japan. He holds a PhD in Applied Linguistics from Aston University, UK, and has published numerous articles on methodology, motivation, and teacher development. He is also author and co-author of several writing, listening and speaking, and news media ELT textbooks and scores of graded readers for English language learners.
Sommaire: List of Figures List of Tables Preface Acknowledgements Part I From Research to Implications Introduction - What is Critical Thinking? A. Common Questions about Critical Thinking in English Language Teaching A.1 I'm a language teacher. Why should I be concerned about teaching critical thinking? A.2 Isn't critical thinking something best taught in the students' first language? A.3 My students are so unmotivated: How could ever I get them to study critical thinking? A.4 Isn't critical thinking something that students pick up on their own as part of getting a good education? A.5 Aren't we just forcing our students to adopt Western styles of thinking? A.6 Do you really need a book on critical thinking in ELT? B. Focusing on Critical Thinking B.1 Argumentation B.2 Logical fallacies B.3 Externalizing critical thinking through problem-solving C. Teaching Critical Thinking Skills to second language learners D. Implications Part II From Implications to Application Introduction Section 1: The Critical Thinking Cycle A. Developing Dispositions Activity 1: Prove it! Activity 2: Supporting opinions: The 'why' game Activity 3: Challenging beliefs Activity 4: Create a profile: Understanding biases Activity 5: Bias in news headlines B. Receiving Activity 6: Paying attention Activity 7: Show me you're listening: Body language Activity 8: Show me you're listening II: Backchanneling Activity 9: Picture what I'm saying Activity 10: Listen. Don't interrupt! C. Reasoning Activity 11: Categorize it! Activity 12: Rank it! Activity 13: Persuade me! Activity 14: Spot the problem! Activity 15: Sloppy sophistry D. Responding Activity 16: Reflecting Activity 17: Summarize this Activity 18: Critical conversations Activity 19: Correct me! Activity 20: The critical thinking cycle: A review Section 2: Logical Fallacies A. Logical Fallacies: An Introduction Activity 21: Introduction to logical fallacies B. Logical Fallacies: Faulty Conclusions Non Sequitur Activity 22: Does it follow? Activity 23: Spot the non sequitur Activity 24: Non sequiturs in politics Probability Fallacy Activity 25: How probable? Activity 26: Drawing the conclusion Activity 27: Fearmongering with probability Begging the question Activity 28: Which is the better reason? Activity 29: Don't beg the question! Activity 30: To beg or raise the question Post Hoc Fallacy Activity 31: Does A cause B? Activity 32: Fallacious connections Activity 33: Correlation not causation Hasty generalization Activity 34: All students in this class... Activity 35: Don't be hasty! Activity 36: Everyday generalizations Single Cause Fallacy Activity 37: Many causes Activity 38: A popular restaurant Activity 39: How many causes? False Equivalence Activity 40: Comparing apples to oranges Activity 41: They're not the same Activity 42: Wronger than wrong Sunk Cost Fallacy Activity 43: What should they do? Activity 44: Is it a good decision? Activity 45: What would you do? C. Logical fallacies: Questionable reasons Ad Hominem Activity 46: Don't attack me! Activity 47: Attack the argument! Activity 48: Guilt by association Red Herring Activity 49: Avoiding the question Activity 50: Don't distract me! Activity 51: Red ...