Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

Farah Qamar

Abstract


Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their learning. Similarly, critical thinking is highly valuable for the study of literature as it explicitly asked for learners’ beliefs, perceptions, and judgments in order to remove the ambiguity of thought. Perfection of thought can be achieved with the use of critical thinking skills while training of mind needs interaction between literary text and the reader as literature has the capacity to achieve mental traits specified to critical thinking. Accordingly, this report presents a relationship between critical thinking skills and English literature study along with reader response theory techniques considering that without the use of critical thinking skills and reader response theory, study of literature is haphazard hence for the application of reader response theory, literary text is inevitable. In essence, I aim to highlight the effectiveness of critical thinking skills for the study of literature while emphasizing the significance of reader response theory which is also inevitable for the study of literature and for the use of critical thinking skills.


Keywords


Critical thinking, critical thinking skills, english literature, reader response theory, critical thinkers.

Full Text:

PDF

References


American Philosophical Association (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The Delphi Report: Research Findings and Recommendations Prepared for the Committee on Pre-College Philosophy. ERIC Document Reproduction Service, No. ED315-423.American Philosophical Association, Millbrae, California.

Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999).Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302.

Bailin, S. (2002).Critical thinking and science education. Science & Education, 11(4), 361–375.

Carroll, R. (2004). Becoming a critical thinker: A Guide for the new millennium (2nd ed.). Boston: Pearson Custom

Case, R. (2005). Moving critical thinking to the main stage. Education Canada, 45(2), 45–49.

Chambers, E. & Gregory, M. (2006).Teaching learning English literature. London: Sage

Chang, T, & Tung, C. (2009).Developing critical thinking through literature reading. Feng Chia Journal of Humanities and Social Sciences, (19), 287-313

Church, G. W. (1997). The Significance of Louise Rosenblatt on the Field of Teaching Literature. Retrieved from http://www.vccaedu.org/inquiry/inquiry-spring97/i11chur.html

Cottrell, S. (2005).Critical thinking skills. Palgrave Macmillan: NY

Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142.

Dewey, J. (1933). How we think: A Restatement of the relation of reflective thinking to the educative process. Boston: Health. Print

Dias, P & Hayhoe, M. (1998).Developing response to poetry. Philadelphia: Open University Press.

Dryden, J. (1668). Essays of dramatic poesy. London: Oxford University Press

El-Helou H. A. R. (2010).Difficulties Facing English Teachers in Teaching Literature in English for Palestine Grade Twelve Textbook. SCI Press

Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48

Ennis, R. H. (1987). Taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York: W. H. Freeman & Company.

Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4–10.

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae, CA: The California Academic Press.

Facione, P. A., Giancarlo (Sanchez), C. A., Facione, N. C., & Gainen, J. (1995). The Disposition Toward Critical Thinking. Journal of General Education, 44 (1), 1-25.

Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relation to critical thinking skill. Informal Logic, 20(1), 61–84.

Facione, P. A. (2007). Critical Thinking: What It Is and Why It Counts.Milbrae, CA: The California Academic Press.

Facione, P. A. (2010). Critical thinking: What it is and why it counts (Rev. ed.). Insight Assessment. Retrievedfrom

http://www.insightassessment.com/9articles%20WW.html

Fahim, M & Nilforooshan, S. (2014). The Relationship between Critical Thinking and Foreign Language Anxiety.International Journal of Language Learning and Applied Linguistics World. 5 (3), 136-148

Farrell, F, B. (2004). Why does literature matter?Cornell University Press.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911

Freeman, D.E., & Freeman, Y.S. (1994).Between Worlds: Access to second language acquisition. Portmouth, NH: Heinemann

Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly, 22(2), 227-257

Gillespie, T. (1994). Why literature matters. English Journal, 83(8) 16-21

Goodman, J. (1984). Reflection and teacher education: A case study and theoretical analysis. Interchange, 15(3), 9-26.

Halpern, D. (1998). Teaching Critical Thinking for Transfer across Domains: Dispositions, Skills, Structure Training, and Metacognitive Monitoring. American Psychologist, 53 (4), 449-455

Halpern, D. F. (2001).Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50(4), 270–286.

Halpern, D.F. (2013).Thought and knowledge: An introduction to critical thinking. NY: Psychology Press.

Hall, G. (2005). Literature in Language Education. Chippenham and East Bourne: Palgrave Macmillan.

Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA

Hooks, B. (2010).Teaching Critical Thinking: Practical wisdom. New York: Routledge

Holland, N. (1975). Unity Identity Text Self. Tompkins, Reader-Response Criticism

Holland, N & Leona F. S. (1977).Gothic Possibilities, New Literary History 8.

Holland, N. (1980). Unity Identity Text Self in J. P. Tompkins (ed.), Reader Response Criticism: From Formalism to Post-Structuralism, Baltimore and London: The Johns Hopkins University Press

Hosseini, E., Khodaei, F. B., Sarfallah, S., & Dolatabadi, H. R. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students. Journal of World Applied Sciences, 17(10), 1356-1364

Institute for Academic Excellence. (1997). Critical Thinking and Literature-Based Reading Report Inc. Madison, WI. ERIC

Irfaner, S. (2002). Implementation of the components of critical thinking in an English 101 course in the first year English program at Bilkent University. (Unpublished PhD Thesis). Bilkent University

Iser, W. (1974).The Implied Reader. Patterns of Communication in Prose Fiction from Bunyan to Beckett. Baltimore and London: The Johns Hopkins University Press.

Iser, W. (1978).The Act of Reading: A Theory of Aesthetic Response. London and Henley: The Johns Hopkins University Press.

Iser, W. (2000). Do I Write For an Audience? PMLA, 115: 3 (May), 310-314

Jauss, H.R. (1982). Literary history as challenge to literary theory. Toward an aesthetic of reception. Trans. Timothy Bahti. Minnesota Press

Kennedy, M., Fisher, M. B., & Ennis, R. H. (1991).Critical thinking: Literature review and needed research. In L. Idol & B.F. Jones (Eds.), Educational values and cognitive Implications for reform Hillsdale, New Jersey: Lawrence Erlbaum & Associates.

Khatib, M., Shakouri, N. (2012). Literature stance in developing critical thinking: A pedagogical look. International Journal of Research Studies in Language Teaching, 2(4),101-108

Khuankaew, S. (2010).Literary texts to enhance EFL University students’ Critical Writing. (Unpublished PhD Thesis). Srinakharinwirot University

Langer, J. (1997). Literature acquisition through literature. Journal of adolescent and adult literacy, 40,602-614

Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press

Lazere, D. (1987). Critical Thinking in College English Studies, ERIC Digest. ED 284275. Retrieved from http://www.ericdigests.org/pre-926/critical.html

Long, T. L, & Pederson, C. (1992). Critical thinking about literature through computer networking, Thomas Nelson Community College, Hampton, Virginia. ERIC Document Reproduction Service no. ED 358-875.

Lipman, M. (1988). Critical thinking: What can it be? Educational Leadership, 46(1), 38–43.

McKay, S. (1982). Literature in ESL Classroom. TESOL Quarterly, 16 (4), 529-536.

McPeck, J. (1990sx). Critical thinking and education. Oxford: Oxford University Press.

Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696–699.

MCEETYA. (2008). Educational Goals for Young Australians. Carlton South, Australia: Curriculum Corporation.

Moody, H. (1981). Literary Appreciation: Longman: Singapore.

Nickerson, R. S. (1988). On improving thinking through instruction. Review of Research in Education, 15(1988–1989), 3–57.

Norris, S. P. (1985). Synthesis of research on critical thinking. Educational Leadership, 42(8), 40-45

Ng, R.(2004). Literature in language teaching for translation students.5th International Conference, I.L.E., Hong Kong

Pass, S. B.A. (1992). Reader response criticism in the teaching of poetry.(Master’s Thesis). McMaster University: Ontario.

Paul, R. (1983). An agenda item for the informal logic / critical thinking movement. Informal Logic Newsletter, 5 (2), 23. Print.

Paul, R (1990). Critical thinking: What Every Person Needs to Survive in a Rapidly Changing World. Rohnert Park, CA: Center for Critical Thinking and Moral Critique.

Paul, R. W. (1992). Critical thinking: What, why, and how? New directions for community colleges, 1992(77), 3–24.

Paul, R., Elder, L., & Bartell, T. (1997).A brief history of the idea of critical thinking. Retrieved from http://www.criticalthinking.org/pages/a-brief-history-of-the-idea-of-critical-thinking/408

Paul, R., Elder, L. (1999). Critical Thinking: Concepts and Tools: The Foundation for Critical Thinking: Tomakes.

Paul, R., & Elder, L. (2002).Critical Thinking: Tools for taking charge of your professional life. Upper Saddle River, New Jersey: Financial Times Prentice Hall

Paul, R. W., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34–35

Rosenblatt, L. M. (1978, 1994). The Reader the Text the Poem: The Transactional Theory of the Literary Work. Carbondale, IL: Southern Illinois University Press. (Original work published 1978)

Rosenblatt, L. M. (1938, 1995). Literature as Exploration (5th edition). Broadway, NY: The Modern Language Association of America. (Original work published 1938).

Sage, H. (1987).Incorporating Literature in ESL Instruction. New Jersey: Prentice-Hall, Inc.

Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.

Schraw, G., Crippen, K. J., & Hartley, K. (2006).Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36 (1-2), 111–139.

Scriven, M. (1985). Critical for survival Phi Kappa Phi National Forum. 55, pp. 9-12

Shi, Y. (2013). Review of Wolfgang Iser and his Reception Theory. Theory and practice in Language studies, (3), 6, 982-986.

Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly, 19(4), 703-725.

Strickland & Strickland, J. (1993). Un-covering the curriculum: Whole language in secondary and postsecondary classroom. Portsmouth, NH: Boynton/Cook.

Thayer-Bacon, B. J. (2000). Transforming critical thinking: Thinking constructively. New York, NY: Teachers College Press.

Turner, J. C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, 30(3), 410–441.

V0n, G. T. (2005). Teaching critical thinking: Some lessons from cognitive science. College teaching, 53(1), 41–48.

Weaver (1994).Reading process and practice: From socio-psycholinguistics to whole language (2nd Ed.). Portmouth, NH: Heinemann.

Whilta, W. (2009). The English handbook: A guide to literary studies. Blackwell: UK.

Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, Summer, 8–19

Wright, T. (1995). Reader-Response under Review: An Art, A Game, or A Science? Style 29, 529-548.




DOI: http://dx.doi.org/10.18533/journal.v5i6.961

Refbacks

  • There are currently no refbacks.




.............................................................................................................................

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

.............................................................................................................................

If you find difficulties in submitting manuscript please forward your doc file to support@theartsjournal.org. Our support team will assist you in submission process and other technical matters.

In order to get notifications on inbox please add theartsjournal.org in your email safe list.

Journal of Arts and Humanities (Print) ISSN:2167-9045

Journal of Arts and Humanities (Online) ISSN: 2167-9053

[Journal of Arts and Humanities previously published by MIR Center for Socio-Economic Research, MD, USA. From February 2018 this journal is published by the LAR Center Press, OR, USA]