Cover Image

Developing thinking skills in teaching English as a second/foreign language at primary school

Developing skillful thinking contribute to young language learners’ language skills (Goh & Taib, 2006) and is a fundamental goal in educating school children in general (Hu et al., 2011) and in teaching English to young learners in particular (G. Ellis & Brewster, 2014). Fostering thinking s...

Full description

Saved in:
Bibliographic Details
Main Authors: Tehrani, Hesam Tahsildar, Mohamed Razali, Abu Bakar
Format: Article
Language:English
Published: Human Resource Management Academic Research Society 2018
Online Access:http://psasir.upm.edu.my/id/eprint/38079/1/38079.pdf
http://psasir.upm.edu.my/id/eprint/38079/
http://hrmars.com/index.php/papers/detail/IJARPED/4755
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.upm.eprints.38079
record_format eprints
spelling my.upm.eprints.380792020-04-14T14:04:22Z http://psasir.upm.edu.my/id/eprint/38079/ Developing thinking skills in teaching English as a second/foreign language at primary school Tehrani, Hesam Tahsildar Mohamed Razali, Abu Bakar Developing skillful thinking contribute to young language learners’ language skills (Goh & Taib, 2006) and is a fundamental goal in educating school children in general (Hu et al., 2011) and in teaching English to young learners in particular (G. Ellis & Brewster, 2014). Fostering thinking skills develops school children’s cognitive abilities and leads to positive curricular outcomes (Higgins, Hall, Baumfield, & Moseley, 2005). However, despite the role of thinking skills in second language learning and teachers’ interest in thinking skills at the level of primary school (Alwadai, 2014; Gashan, 2015), the practice of teaching thinking skills at primary school is still lacking (Anyachebelu, 2012; Polat, 2015; Rodrigues, 2006). There is only modest contribution of the teachers’ practices to teaching thinking skills (Sardare & Saad, 2013) and there is a dire need for further work on primary students’ synthesis, analysis, and interpretation skills (Pilten, 2010). In addition, teachers of English language require practical ideas to improve students’ thinking skills (Adams, 2013) especially in the ESL/EFL contexts. Through a rigorous review of previous research on fostering thinking skills and provides a series of strategies or techniques, namely Content-Based Instruction, Task-Based Language Teaching Approach, English Literature, and Mental Modelling in Reading Comprehension, the authors argue that these strategies or techniques can be used for teaching or embedding thinking skills in the context of English as a Second/Foreign Language for young learners at primary school. Human Resource Management Academic Research Society 2018 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/38079/1/38079.pdf Tehrani, Hesam Tahsildar and Mohamed Razali, Abu Bakar (2018) Developing thinking skills in teaching English as a second/foreign language at primary school. International Journal of Academic Research in Progressive Education and Development, 7 (4). pp. 13-29. ISSN 2226-6348 http://hrmars.com/index.php/papers/detail/IJARPED/4755 10.6007/IJARPED/v7-i4/4755
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Developing skillful thinking contribute to young language learners’ language skills (Goh & Taib, 2006) and is a fundamental goal in educating school children in general (Hu et al., 2011) and in teaching English to young learners in particular (G. Ellis & Brewster, 2014). Fostering thinking skills develops school children’s cognitive abilities and leads to positive curricular outcomes (Higgins, Hall, Baumfield, & Moseley, 2005). However, despite the role of thinking skills in second language learning and teachers’ interest in thinking skills at the level of primary school (Alwadai, 2014; Gashan, 2015), the practice of teaching thinking skills at primary school is still lacking (Anyachebelu, 2012; Polat, 2015; Rodrigues, 2006). There is only modest contribution of the teachers’ practices to teaching thinking skills (Sardare & Saad, 2013) and there is a dire need for further work on primary students’ synthesis, analysis, and interpretation skills (Pilten, 2010). In addition, teachers of English language require practical ideas to improve students’ thinking skills (Adams, 2013) especially in the ESL/EFL contexts. Through a rigorous review of previous research on fostering thinking skills and provides a series of strategies or techniques, namely Content-Based Instruction, Task-Based Language Teaching Approach, English Literature, and Mental Modelling in Reading Comprehension, the authors argue that these strategies or techniques can be used for teaching or embedding thinking skills in the context of English as a Second/Foreign Language for young learners at primary school.
format Article
author Tehrani, Hesam Tahsildar
Mohamed Razali, Abu Bakar
spellingShingle Tehrani, Hesam Tahsildar
Mohamed Razali, Abu Bakar
Developing thinking skills in teaching English as a second/foreign language at primary school
author_facet Tehrani, Hesam Tahsildar
Mohamed Razali, Abu Bakar
author_sort Tehrani, Hesam Tahsildar
title Developing thinking skills in teaching English as a second/foreign language at primary school
title_short Developing thinking skills in teaching English as a second/foreign language at primary school
title_full Developing thinking skills in teaching English as a second/foreign language at primary school
title_fullStr Developing thinking skills in teaching English as a second/foreign language at primary school
title_full_unstemmed Developing thinking skills in teaching English as a second/foreign language at primary school
title_sort developing thinking skills in teaching english as a second/foreign language at primary school
publisher Human Resource Management Academic Research Society
publishDate 2018
url http://psasir.upm.edu.my/id/eprint/38079/1/38079.pdf
http://psasir.upm.edu.my/id/eprint/38079/
http://hrmars.com/index.php/papers/detail/IJARPED/4755
_version_ 1665895951477243904
score 13.211869

Similar Items