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Doing exercises on contextual grammar enhances critical thinking in students
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| Doing exercises on contextual grammar enhances critical thinking in students.
Using grammar in the critical thinking teaching processes has always been a crucial component in curricula. To understand grammatical topics in context without critical thinking is impossible. First, in order to get the new topic using context, not traditional ways of learning, students unconsciously use the stairway of critical thinking analysis, which consists of: understanding, applying, analyzing, evaluating, creating. In 1956, Benjamin Bloom developed a system of thinking which would bypass traditional rote learning in educational system. After his name, Bloom’s Taxonomy was produced. These sub-skills aim to boost lower level of thinking to a higher-level thinking [5]. These five sub-skills fit working with context, as it is not just some text, it is the combination of meaning and text. Before, examples and related-tasks didn’t have any relationship between each other. That was the main reason students couldn’t keep in mind those examples. Consequently, the grammar itself wouldn’t be recognized after some time. Nowadays, due to the innovation of technology, there are a great deal of methods to present grammar topics in creative and unique way. Instead of being taught as a theoretical system only, students prefer a communication tool. What can be better than reviewing past tense than to think of you past life or about your favorite life occasions? Or it would be more exciting to interview someone and to share about their life using Past Simple. These kind of brain storms first make students get information. When students see unfamiliar grammar, they try to process it. Let’s think students received Past Simple. Further, we have applying. After the new text is for example given, teachers help the learners to apply that novelty to something. It is mostly in exercises or facts forms, like answering common questions, or reading tables with facts and figures. The following stair is analyzing procedure. It requires to guess why the given information is presented the way it is. Especially in this stage student become to broaden their critical thinking. The next step is evaluating, which is considered as “higher-order” critical thinking skill. Here, they give their own assessment and comment to the author’s work. The main course is to identify whether the information is valid and relevant. If the answer is “Yes”, they try to figure out the ways to use them in practice. It is one of the hardest skills for foreign language learners. The last step to take is creating. It can be anything what they make out on their owns: texts, dialogue, exercises, essays and so on. This kind of methodology of studying refers to inductive reasoning of teaching the grammar. The structure of inductive reasoning is Observation → Generalizations → Paradigm. It is the process where the observation and examples are used to get a conclusion. жүктеу/скачать 5,1 Mb. Достарыңызбен бөлісу:
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