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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Human Resource Management Academic Research Society
2018
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| Online Access: | http://psasir.upm.edu.my/id/eprint/38079/ http://psasir.upm.edu.my/id/eprint/38079/1/38079.pdf |
| _version_ | 1848848778282401792 |
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| author | Tehrani, Hesam Tahsildar Mohamed Razali, Abu Bakar |
| author_facet | Tehrani, Hesam Tahsildar Mohamed Razali, Abu Bakar |
| author_sort | Tehrani, Hesam Tahsildar |
| building | UPM Institutional Repository |
| collection | Online Access |
| 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. |
| first_indexed | 2025-11-15T09:39:54Z |
| format | Article |
| id | upm-38079 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T09:39:54Z |
| publishDate | 2018 |
| publisher | Human Resource Management Academic Research Society |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-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 |
| spellingShingle | Tehrani, Hesam Tahsildar Mohamed Razali, Abu Bakar Developing thinking skills in teaching English as a second/foreign language at primary school |
| title | 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_short | 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 |
| url | http://psasir.upm.edu.my/id/eprint/38079/ http://psasir.upm.edu.my/id/eprint/38079/ http://psasir.upm.edu.my/id/eprint/38079/ http://psasir.upm.edu.my/id/eprint/38079/1/38079.pdf |