The Meaning of Debate and Critical Thinking to Foreign Language Education: A Cognitive Perspective
- 10.2991/icelaic-17.2017.34How to use a DOI?
- debate; critical thinking; cognitive mechanisms; language students
This paper is intended to elaborate on the theoretical and practical importance of debate and critical thinking to the foreign language education in China's higher learning institutions. By integrating the cognitive mechanisms responsible for critical thinking and those demanded by the teaching strategies for foreign language learners, this paper maintains that debate is an ideal form to be implemented in teaching plans as well as learning schemes for foreign language students regardless of their current language knowledge and skills. In this sense, this paper aims to argue for a shift of focus from the training of language skills to the fostering of critical thinking abilities on the part of foreign language students in China.
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Zhong Deng PY - 2017/12 DA - 2017/12 TI - The Meaning of Debate and Critical Thinking to Foreign Language Education: A Cognitive Perspective BT - Proceedings of 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017) PB - Atlantis Press SP - 154 EP - 158 SN - 2352-5398 UR - https://doi.org/10.2991/icelaic-17.2017.34 DO - 10.2991/icelaic-17.2017.34 ID - Deng2017/12 ER -