Exploring the Manifestation of Critical Thinking in the Moroccan Textbooks of English: The Case of "Ticket to English"
English language classroom
Ticket to English
MétadonnéesAfficher la notice complète
AbstractThe purpose of this study was to explore whether Ticket to English, a Moroccan textbook of English, includes elements of critical thinking, which refers to the skill and disposition to select, collect, analyze, and evaluate information effectively. Descriptive analysis was employed to document instructions and activities that support the inclusion (or exclusion) of CT elements in the textbook. Results suggest that Ticket to English includes most of the skills found in Bloom’s taxonomy, important critical thinking dispositions, and some activities for teaching critical thinking. Yet, textbook designers need to supplement textbooks of English with additional activities, and high school teachers of English need to implement new teaching materials and practices to help enhance students’ level of critical thinking.
Showing items related by title, author, creator and subject.
Gender and Jewish Difference from Paul to Shakespeare /Lampert, Lisa, author.Gender and Jewish Difference from Paul to Shakespeare provides the first extended examination of the linkages of gender and Jewish difference in late medieval and early modern English literature, focusing on representations of Jews and women in Chaucer's Canterbury Tales, selections from medieval drama, and Shakespeare's Merchant of Venice.
Phraseology in English Academic Writing : Some implications for language learning and dictionary making /Howarth, Peter Andrew,author.This study examines the use of prefabricated language (conventional lexical collocations) in the production of native and non-native writers of English. It first develops a framework for the description of restricted collocations and then reviews experimental research into the psycholinguistic processing of prefabricated language. Computer-based corpora of native and advanced non-native academic writing are analysed to discover to what extent and how such collocations are used in formal written English. Pedagogical implications are then considered, and the final part of the study examines the selection and presentation of restricted collocations in general and phraseological dictionaries for learners. The conclusion suggests that advanced learners need specialist collocational dictionaries, and the results of this research help to establish principles for the design of such dictionaries.