1 Assistant Professor, Language Center, Isfahan University of Technology, Isfahan

2 Full Professor, Department of English, Faculty of Foreign Languages, University of Isfahan


Explicit teaching may provide great opportunities for critical thinking to flourish. This paper examines the degree to which the need for developing such a critical view of language learning among English as Second/Foreign Language (ESL/EFL) teachers is rigorously felt and is taken into consideration. To this end, a researcher-made inventory, namely Criticality-oriented English Teaching Perceptions Inventory (CEPTI), was distributed among 150 EFL teachers. The results of the questionnaire and follow-up face-to-face interviews indicated that teachers were still not ready for a change towards explicit teaching of criticality-oriented skills inside the English language classes. Subsequent to assessing teachers’ perceptions, Watson-Glaser Critical Thinking Appraisal, Form A (WGCTA-FA) was given to a total number of 100 EFL learners. Findings revealed that learners did not score high on the WGCTA. The pedagogical implications of the study are discussed.


Article Title [Persian]

بررسی نظریات معلمان زبان انگلیسی در مورد استفاده مستقیم محتوای زبان انگلیسی انتقادی محور در کلاس های زبان

Authors [Persian]

  • مومنه قدیری 1
  • منصور توکلی 2

Abstract [Persian]

تدریس مستقیم مهارت‌های انتقادی می‌تواند فرصت بهتری برای پرورش مهارت‌های انتقادی فراهم‌آورد. در این مقاله، نویسندگان به بررسی آن پرداخته‌اند که تا چه میزان مدرسان انگلیسی به عنوان زبان دوم چنین نیازی را احساس می‌کنند که در تدریس خود به زبان‌آموزان چنین رویکرد انتقادی را مد نظر قرار داده و اعمال کنند. بدین منظور، پرسشنامه‌ای که از پیش توسط خود محققین تهیه شده و پایایی و روایی آن سنجیده شده بود در میان 150 مدرس زبان انگلیسی توزیع گردید. نتایج پرسشنامه و مصاحبه پس از آن نشان داد که نیاز به چنین تغییری، یا به تعبیر دیگر تدیس مستقیم مهارت‌های انتقادی در کلاس‌های زبان، هنوز در میان مدرسان احساس نمی‌شود و آمادگی چنین تغییری وجود ندارد. به دنبال این بررسی، پرسشنامه تست تفکر انتقادی واتسون گلاسر در میان 100 زبان آموز زبان انگلیسی در سطوح مختلف زبانی توزیع گردید تا مشخص گردد چه میزان کلاس‌های زبان در پرورش غیر مستقیم مهارت‌های انتقادی موفق عمل کرده‌ا‌ند. نتیجه تست حاکی از آن بود که زبان‌آموزان علی رغم مهارت‌های زبان قابل قبول مهارت‌های انتقادی بالایی ندارند. در این مقاله سعی شده‌است که پیامدهای آموزشی تدریس مستقیم مهارت‌های انتقادی مورد بحث قرار گیرد..

Keywords [Persian]

  • تدریس مهارت های تفکر انتقادی
  • پرسشنامه تدریس مهارت های انتقادی
  • تست تفکر انتقادی واتسون گلاسر

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