SavedAdd your journal

Journals / Turkish Online Journal of Distance Education / 2012 / Cilt: 13 - Sayı: 3

Critical Reading Of Research Articles As Oral Activator In The Language

Veronica VIVANCO
Pages
121–134
Publication Date
2012-09-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These two facets which seem to belong to far away fields become a bond in our experience: the process is scientific since it tries to be a systematic study of the knowledge fleshed in written texts and it is also humanist because it fulfils the students need to grow up as persons, that is absorbing knowledge and processing it in order to produce a new personal approach to the world.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper reports on an experience carried out with second course students of the School of Aeronautical Engineers at the Polytechnic University of Madrid in the subject class Modern Technical Language.
📊
Key Findings & Data:In the previous years the problem in that class had been the scarce participation of the students in the oral practices.
💡
Conclusion & Impact:These two facets which seem to belong to far away fields become a bond in our experience: the process is scientific since it tries to be a systematic study of the knowledge fleshed in written texts and it is also humanist because it fulfils the students need to grow up as persons, that is absorbing knowledge and processing it in order to produce a new personal approach to the world.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Critics · Reading · Research Articles

Abstract

This paper reports on an experience carried out with second course students of the School of Aeronautical Engineers at the Polytechnic University of Madrid in the subject class Modern Technical Language. In the previous years the problem in that class had been the scarce participation of the students in the oral practices. They seemed to be lead and exclusively represented by a few students when it came to oral participation. The students proposed tackling recent research articles in which opinions could be discussed. The reading of these articles has risen new elements that work as language activators in the language classroom: critical reading and thinking have developed participation in the oral activities and produced a noticeable influence on their scientific and humanist thinking and behavior.From this, we may extract the consequence that the experience is not only related to scientific knowledge, since it has made them better speakers or speaking-counterparts and more class-participating and collaborative, which implies that the human, scientific and linguistic factors progress at the same time through the critical experience. This way, the exposition of their critical ideas has developed both their humanism and scientific mind. These two facets which seem to belong to far away fields become a bond in our experience: the process is scientific since it tries to be a systematic study of the knowledge fleshed in written texts and it is also humanist because it fulfils the students need to grow up as persons, that is absorbing knowledge and processing it in order to produce a new personal approach to the world.

🔖

Cite This Article

VIVANCO, V. (2012). Critical Reading Of Research Articles As Oral Activator In The Language. Turkish Online Journal of Distance Education, Cilt: 13 - Sayı: 3, 121–134. https://ajindex.com/articles/140125

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Allwright, D. & Bailey, K. M. (1991). Focus on the Language Classroom: An introduction to classroom research by language teachers. Cambridge: Cambridge University Press.
  2. Bartlett, L. & Butler, L. (1985). The Planned Curriculum and Being a Curriculum Planner in the Adult Migration Program. Report to the Committee of Review of the Adult Migration Program. Canberra: Department of Immigration and Ethnic Affairs. Bean, J. (1996). Helping students read difficult texts. Engaging Ideas: The Professor’s Guide to Integrating Writing. Critical Thinking and Active Learning in the Classroom. San Francisco: Jossey-Bass, pgs: 133-147.
  3. Beck, I. L.(1989). Reading and Reasoning. Reading Teacher, 42 (9) 676-82.
  4. Bolitho, R. (1990). An eternal triangle? Roles for teachers, learners, and teaching materials in a communicative approach. Arivan, S. (Ed.). Language Teaching Methodology for the nineties. Singapore: SEMEO Regional Language Centre. Breen, M. P. (1984). Process syllabuses for the language classroom. Brumfit C. J. (Ed.). General English Syllabus Design. ELT documents 118. Oxford: Pergamon Press.
  5. Brindley, G. (1984). Needs Analysis and Objective Setting in the Adult Migrant Education Program. Sydney: NSW Adult Migration Education Service. Carr, K. S. (1988). How Can We Teach Critical Thinking?. Childhood Education, (2), 69-73.
  6. Corder, P. (1990). Talking shop: Pit Corder on language teaching and applied linguistics. Rossner, R. and R. Bolitho (Eds.). Currents of Change in English Language Teaching. Oxford: Oxford University Press.
  7. Curran, C. A. (1972). Counseling-Learning. New York: Grune and Stratton, Inc. Edelsky, C. (1989). Putting language variation to work for you. P. Rigg, & V. G. Allen (Eds.), When they don't all speak English: Integrating the ESL student into the regular classroom. (pp. 96-107). Urbana: National Council of Teachers of English. Enright, D. S. & McCloskey M. L. (1988). Integrating English: Developing English language and literacy in the multilingual classroom. Reading: Addison-Wesley Publishing Company, Inc. Flynn, L. L. (1989). Developing Critical Reading Skills through Comparative Problem Solving. Reading Teacher, 42(9), 664-68.
  8. Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1991). Foreign language classroom anxiety. E. K. Horwitz & D. J. Young (Eds.). Language anxiety: From theory and research to classroom implications. (pp. 27-36). Englewood Cliffs: Prentice-Hall, Inc. Klippel, F. (1984). Using a videocamera and task-based activities to make cl