The Contribution of Critical Discourse Analysis and Critical Thinking in an EFL Context: A Case Study of Economic Texts

Document Type: Research Paper


1 PhD candidate, English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran

2 Assistant Professor, English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran


Teachers wish their learners not to take all provided information for granted; rather, they expect to enable their learners to develop higher order thinking skills and to be reflective. When applied to academic contexts, critical discourse analysis seems to play an undeniable role in the development of reflective thoughts by students. The current study investigated the effect of Critical Discourse Analysis (CDA) on English as a Foreign Language (EFL) learner’s critical thinking (CT) ability in economic translation texts classes. To this end, 60 undergraduate English translation students at the intermediate level of proficiency were selected and assigned into two groups of experimental and control. The experimental group received instruction in order to make critical analysis both on articles handed out by teacher as well as follow-up CDA based presentations. The control group learners, on the other hand, received neither instruction nor any practice with respect to critical discourse analysis of texts. The data obtained from the Watson-Glaser Critical Thinking Appraisal were subject to independent samples t-test. The findings revealed that CDA had a positive and significant impact on EFL learners’ critical thinking ability with the ‘Interpretation’ and ‘Recognizing Unstated Assumption’ sub-tests of critical thinking being most influenced. The significance of this finding in light of critical discourse analysis and implications for educationalists are discussed in detail.


Article Title [Persian]

نقش تجزیه و تحلیل گفتمان انتقادی (CDA) در توانایی تفکر انتقادی یادگیرنده زبان انگلیسی به عنوان زبان خارجی در کلاسهای ترجمه متون اقتصادی

Authors [Persian]

  • شبنم کوروش خانشان 1
  • داوود کوهی 2
Abstract [Persian]

معلمان ترجیح می دهند که فراگیران ایشان تمام اطلاعات ارائه شده را نادیده نگیرند؛ در عوض، آنها امیدوارند که زبان آموزان خود را قادر به توسعه مهارت های تفکر انتقادی کنند. تجزیه و تحلیل گفتمان انتقادی هنگامی در زمینه های علمی اعمال می شود، به نظر می رسد نقش غیر قابل انکاری در توسعه افکار بازتابی و انتقادی در دانش آموزان ایفا کند. در این پژوهش، اثر تجزیه و تحلیل گفتمان انتقادی (CDA) به توانایی تفکر انتقادی یادگیرنده زبان انگلیسی به عنوان زبان خارجی  در کلاسهای ترجمه متون اقتصادی بررسی شده است. برای این منظور، 60 دانشجوی کارشناسی زبان انگلیسی در سطح مهارتی متوسط، انتخاب شدند و به دو گروه آزمایشی و کنترل تقسیم شدند. گروه آزمایشی به منظور تجزیه و تحلیل گفتمان انتقادی در مورد مقالات ارائه شده توسط معلم و نیز پیشنهادهای مبتنی بر CDA، دستورالعمل دریافت کردند در صورتی که گروه کنترل هیچ آموزش یا تمرینی در رابطه با تحلیل انتقادی متون در کلاس دریافت نکرد. داده های به دست آمده از ارزیابی تفکر انتقادی واتسون گلاسر تحت آزمایش مستقل تی تست قرار گرفتند. یافته ها نشان داد که CDA تأثیر مثبت و معناداری بر توانایی تفکر انتقادی یادگیرندگان EFL داشت که تحت تأثیرات تفسیری و تشخیص فرضیه های نامعین قرار دارند. اهمیت این یافته با توجه به تجزیه و تحلیل گفتمان انتقادی و پیامدهای آن برای کارشناسان آموزشی به تفصیل بحث شده است.

Keywords [Persian]

  • : تفکر انتقادی
  • تحلیل گفتمان انتقادی
  • ترجمه
  • متون اقتصادی
  • زبان آموزان انگلیسی به عنوان زبان خارجی
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