| Description |
1 online resource (314 pages) |
| Series |
Educational Linguistics ; v. 27 |
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Educational linguistics.
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| Contents |
Foreword; Sources Cited; Contents; About the Contributors; Introduction: Making Essential Competencies Visible in€Higher Education; 1 The Spirit of€this Initiative and€its Contributions; 2 Fostering Essential Competencies in€University EMI Contexts: What Does It Really Mean?; 3 Moving Forward; References; Part I: Critical Thinking; On the€Teaching of€Critical€Thinking in€English for€Academic Purposes; 1 Introduction; 2 Different Approaches to€the€Teaching of€Critical Thinking; 2.1 The Skills Approach; 2.2 The Ethics Approach; 2.3 The Language of€Evaluation Approach |
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3 The Ineffability of€Critical Thinking: Definitional Problems4 Some Research into Critical Thinking; 4.1 Variable Understandings of€Critical Thinking; 4.2 Different Judgement Types; 4.3 The Role of€Knowledge in€Critical Practices; 4.4 Summary of€the€Research; 5 Implications for€Teaching; 5.1 Teaching Critical Thinking in€Concurrent Contexts; 5.2 Teaching Critical Thinking in€Pre-Tertiary Contexts; 6 Conclusion; References; Promoting Critical Cultural Awareness in€the€International University; 1 Introduction; 1.1 Refocusing for€a€New Readership |
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1.2 Frameworks for€Communication and€Reflexivity2 Case Study: News for€the€World; 2.1 Task Description and€Procedure; 2.2 Results and€Discussion; 2.2.1 Explaining Names and€Places; 2.2.2 Managing Cultural Knowledge; 2.2.3 Refocusing; 2.2.4 Evaluation and€Appreciation; 3 Conclusions; References; Critical Thinking, Language and€Problem-ƯSolving: Scaffolding Thinking Skills through Debate; 1 Introduction; 2 What Is Critical Thinking?; 3 How Can Critical Thinking Be€Taught?; 4 Teaching Critical Thinking as€a€Problem-Solving Process; 5 Overview of€the€Course |
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5.1 Step 1: Identify and€Clarify the€Issue (Interpretation)5.2 Step 2: Gather and€Organise Information (Analysis); 5.3 Step 3: Evaluate Information for€Reliability and€Credibility (Evaluation); 5.4 Step 4: Draw Conclusions from€the€Evidence (Inference); 5.5 Step 5: Explain Conclusions Logically (Explanation); 5.6 Step 6: Appraise and€Examine One's Performance (Self-Regulation); 6 Discussion and€Conclusions; References; Indexicals and€L2 Learners' Metadiscursive Awareness; 1 Introduction |
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2 Preliminaries: Text, Context and€Discourse, and€the€Indexical Procedures Deixis, "Anadeixis" and€Anaphora2.1 Text, Context and€Discourse and€their Harnessing in€Indexical Reference; 2.2 Deixis, Anaphora and€Anadeixis; 3 Advanced L2 Learners' Handling of€Indexical Procedures in€Producing and€Comprehending Extended Text: Pure Deixis, Discourse Deixis, 'strict' Anadeixis and€Canonical Anaphora; 3.1 Advanced Learners' "metadiscursive" Awareness of€the€Contribution of€Indexicals to€Textualisation; 3.2 Evidence from€Text Production: "Strict" Anadeixis vs. Canonical Anaphora |
| Notes |
4 Possible Ways of€Remedying Learners' Deficiencies in€Handling Indexical References in€Discourse: Some Proposals |
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Print version record |
| Subject |
English language -- Study and teaching.
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English language -- Study and teaching
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| Form |
Electronic book
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| Author |
Sancho Guinda, Carmen
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| ISBN |
9783319409566 |
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3319409565 |
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