Using critical thinking activities as tools to integrate language skills  

作　　者：Behruz Lotfi Gaskaree Habibollah Mashhady Mohammad Dousti 

机构地区：[1]English Department, Faculty of Humanities, University of Zabol, Zabo198615-538, Iran

出　　处：《Sino-US English Teaching》2010年第4期33-45,共13页中美英语教学（英文版）

摘　　要：Every day communication is an event in which there is an interactional relationship between interlocutors. This interaction needs whole language in which language skills of speaking, listening, reading and writing; associated knowledge of vocabulary, meaning, syntax, etc.; and also, thinking skills are interwoven. This means that language should be kept whole and ＂if language isn＇t kept whole, it isn＇t language anymore＂ （Rigg, 1991, p. 522, cited in Richards ＆ Rodgers, 2001, p. 109）. In English as a Second Language/English Foreign Language （ESL/EFL） learning settings, improvement in one skill can affect the development of other skills. A particular course may highlight certain skills, but if the teacher is creative or specific tasks and problems are used in language learning settings, learners are provided with the opportunity to improve multiple, integrated skills. This paper aims at elaborating on critical thinking approach to language learning and introducing practical ideas for helping teachers to integrate language and thinking skills. It introduces 3 critical thinking activities （Dialogue journals, reading logs and literacy portfolios）, and also discusses how implementing them can serves as a way to integrate language skills. It also maintains that engaging learners in these activities helps them use authentic materials and solve problems of their own interest that in turn has a positive effect on student＇s motivation.

关 键 词：critical thinking activities whole language integrated/segregated skills critical thinking authentic materials dialogue journals reading logs and literacy portfolios 

分 类 号：G642[文化科学—高等教育学] G633.41[文化科学—教育学]