G.A.SATYLKHANOVA

Yassawi IKTU, Turkistan city, Master of Philology, Senior Teacher

BAIMAKANOVA G. 4th year student

LANGUAGE TEACHING THROUGH CRITICAL THINKING

In recent years language teachers have focused on the role of the learner as an active participant in the teaching learning process. Focusing on the learner is a natural outgrowth of a change in orientation from behaviorist to cognitive theories of learning. That change has highlighted what the learner does and how the learner processes information during the lesson rather than focusing on what the teacher does.

The outgrowth of the cognitive approach has been perceived in language teaching together with reflections about the relationship between thinking and language. Teachers who what to promote thinking should try to observe how students produce knowledge rather than how they merely reproduce knowledge. Producing knowledge requires the use of a number of thinking skills such as analytical, lateral, problem solving, critical, creative and reflective thinking [1].

Although thinking skills can be learned by practicing, like playing tennis, chess and swimming, they require more effort than many teachers realize. To emphasize thinking skills, a teacher must organize course objectives well and must be aware of his or her own values, perceptions, assumptions and judgments as well as those of the learners as these are closely related to thinking [2].

Various definitions of critical thinking exist. All include many of the same concepts. Scriven and Paul define critical thinking as «the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication as a guide to belief and action».

This article covers the rationale for critical thinking followed by sample activities for developing thinking skills. Critical thinking is one of the thinking skills that should be highlighted in designing and improving language curriculum because the word we live in is getting more complicated to understand, and how we process information has become more important than specific facts. Talking this idea into consideration, we language teachers can encourage our students to go beyond surface meaning and to discover the deeper meaning instead of merely using basic literacy skills [3].

How critical thinking can be improved in language classes

Critical thinking skills are not likely to develop spontaneously. On the contrary, teachers must take a directive role in initiating and guiding critical thinking. Language classes are particularly appropriate for teaching critical thinking owing to the richness of material and the interactive approaches used.

Of the many concepts related to acquisition and improvement of critical thinking, self-awareness is one of the most important. Through critical thinking and self awareness, one can understand the relationship between thoughts and emotions. Although it is assumed that they are independent, the truth is that feelings are based on some level of thought, and thoughts generate from some level of feeling. Emotions play an important part in learning because learners may bring learned indifference, irrational fears, acquired hostility, and inflexible ideas into the classroom so their learning is limited to the surface [4, 5.].

Language teachers can activate critical thinking in the classroom by highlighting self-awareness; that is, they can help the learners have and show understanding of themselves and their surroundings. By means of interactive approaches and materials, teachers can help students be aware of their perceptions, prejudices, assumptions, and values and can help students break old habits to construct a new point of view. It will take effort, but students will enjoy discovering themselves as they learn a language.

Perceptions

We hear, see, taste, or feel stimuli by means of our senses. This process occurs so spontaneously that we tend to think of perception as a passive process. However, perception is an active rather than a passive process. It enables us to construct, interpret, and make conclusions about information we receive, rather than simply to record “reality”. Perception is a process of making inferences. Through inferences we construct our own version of reality. However, our version of reality may be distorted by our past experiences, education, cultural values, and role requirements [2].

To help the learner become aware of his or her own perception and how they may differ from those of others, language teachers can use optical illusions in class. Activity will teach students different ways of seeing and help them realize that people can perceive the same things in different ways.

Assumptions

Assumptions are ideas that a speaker or a writer takes for granted, like axioms in mathematics. Ideas that ought to be examined are assumed to be true, so it is possible to build an argument that seems completely logical. However, if an initial premise is false, the result will be wrong. By focusing on critical thinking skills, language teachers can help students identify their assumptions, consider whether those assumptions are justifiable, and understand how they shape students’ point of view. Since associating personal interest with collective interest (assuming that what is good for you is good for everyone) is a common trend, clarifying assumptions is one of the basic steps of critical thinking [2].

There are many techniques for revealing assumptions. One is to have students read a story then explains their assumptions and give their rationale for those assumptions. The teacher must be careful not to label responses as right or wrong, or students will be reluctant to speak. The joke can help make students aware of their assumptions.

Prejudice

A major obstacle to critical thinking is prejudice. Everyone has some prejudice because we all have ideas about what is true, false, right, or wrong. Our prejudice related to patriotism, race, religion, class, ethnicity, or gender affect the way we think. To be a critical thinker does not mean that one is alert to ideas that may change his or her opinions. We language teachers should be alert to data, information, and evidence used in our classes to question our prejudices [6].

Values

Critical thinkers are thinkers who are aware of the values on which they base their judgments. Learners should be shown ways to identify their values because how students’ judge what is said or written may depend on whether they share the values of the speaker or author.

Breaking habits

Habits can be quite useful, especially habits that we repeat regularly, such as when we eat our meals and how we go to university each day. Without habits we could spend much of our time deciding what to do next. On the other hand, when we need to think imaginatively or critically, we have to break habits. A good thinker does not get struck in a rut. Good thinkers are imaginative; when one method does not work, they try a new one. Instead of seeing things only one way, they see many possibilities. When good thinkers make plans, they are also willing to break them to follow a better idea. They create «versions» instead of only one way [6].

To practice creating new thought patterns, have your students do the following activities. They may help students break habits of negative thinking.

A new point of view

We think that the way we see things is exactly the way things are because of the influence of egocentricity. Egocentricity is the inability or unwillingness to consider other points of view. It results in a refusal to accept new ideas, views, or facts. Trying to see a new point of view or at least being open to seeing something differently is an important strategy for critical thinking [6].

Considering a variety of possible view-points or perspectives, remaining open to alternative interpretations, accepting a new explanation, coming to a conclusion, and creating a new point of view are goals that can be achieved in language classes to activate critical thinking. Carefully chosen activities will help students identify their points of view, seek other points of view and identify strength and weaknesses of those points of view, and strive to be fair-minded in evaluating all points of view [4].

Evaluation

Evaluation is an important element of critical thinking. Critical thinkers use evaluation to:

- become aware of their values and to understand why they are values.

- consider different points of view.

- recognize the difference between evidence and interpretation when exploring assumptions.

- check the limits of their knowledge.

- distinguish between prejudice and fact.

Because evaluation is an important part of critical thinking, teachers should focus their assessment efforts important learning goals, not just those that are easily measurable. Evaluation should be related to valid, reliable, useful information [3].

During the process of evaluation, the number of questions to ask is limitless, but you can select questions according to the level of thinking you want your students to follow. Thorpe categorizes questions into four types: summary and definition, analysis, hypothesis, and evaluation. To promote critical thinking, teachers should ask their students analysis, hypothesis, and evaluative questions instead of summary and definition questions. In reading lessons especially, teachers have the opportunity to apply these categories [7].

Classroom climate contributes to critical thinking. In an open democratic classroom, students feel free to express their opinions and feel confident doing so. In such class activate and develop critical thinking in their students, language teachers need to set up tasks and activities and adjust their teaching programs and materials to promote such thinking. Teaching language through critical thinking enables learners to recognize a wide range of subjective analyses, to develop self-awareness, and to see linkages and complexities might otherwise miss.

Used literatures:

1. Rose, C. and M.J.Nicholl. 1997. Accelerated learning for the 21^st century. New York: Dell Publishing.

2. Heuer J.R.1999. Psychology of intelligence analysis. CIA: Center for Study of intelligence. http://www.cia.gov/csi/books.

3. Van Duzer, C. and M.C.Florez 1999. Critical literacy for adult English language learner.

4. Paul, C. and L.Elder.2002. The elements of critical thinking. http://www.criticalthinking.org/university.

5. Kurland, D. 2000. How the language really works: The fundamentals of critical reading and writing. http:/www.criticalreading.com/

6. Boostrom, R. 1994. Developing creative and critical thinking. Lincolnwood, Illinois: National Textbook Company.

7. Thorpe, J.1992. Methods of inquiry programs.