Critical Thinking Development in the Context of Second Language Acquisition

Wang meimei Zhang shunyu

【Abstract】：Critical thinking （CT） is well recognized by researchers as a primary goal of education. Recently， special light has been shed on its link with second language acquisition. This research points out that CT is significant to effective learning of second languages （L2）. But critical thinking in the first language cannot transfer instantly to L2. Many factors influence the learning process.

【Key words】： Critical thinking; Second language acquisition

1  Introduction

It has been well recognized that CT is an important purpose for all education. It has been long emphasized in the first language （L1）. It is until recently that CT was introduced into the context of foreign language teaching （Indah， 2016）. This research aims to analyze the role of CT in foreign language learning， and in L2 acquisition particularly.

2  What is critical thinking？

Critical thinking has been defined differently by different researchers. Shirkhani and Fahim （2011） state that critical thinking refers to the individuals' ability to think and make correct decisions independently. It is also defined as the ability of individuals to take charge of their own thinking and develop appropriate criteria and standards for analyzing their own thinking， and the purpose of CT is to understand and evaluate different perspectives， and finally solve problems. "Solving problem" is recognized by many scholars as an important function or purpose of CT （Indah， 2016）.

3  CT in second language acquisition

Enhancing critical thinking in learners is considered one of the foreign language teachers' major tasks （Shirkhani and Fahim， 2011）. L2 acquisition is not solely for communication， but eventually for the purpose of "solving problems" in the foreign language. CT development is， and should be， primary purpose of L2 or foreign language learning. However， in the context of PRC where English is being promoted in schools as the most important L2， it has been a tradition that English teaching attaches greatest efforts in grammar and vocabulary. Learners particularly language learners are not encouraged to become thinkers， and emphasis of teaching is attached to information transmission （Klimoviene et al.， 2006）.

Fluency in oral communication in English is even difficult for most non-English major， not mention to think and express critically in English. But for college students， the objectives of learning a foreign language should not be restricted to daily communication， but most importantly  is to solve problems in L2 context. CT should be the primary and final goal of L2 acquisition.

CT has drawn attention of many L2 scholars. A lot express the concern on the "absence" of CT among Chinese English-major students. But many extant literature on CT in L2 learning deals with cognitive skills， which might imply that these researchers assume L1 logical thinking can transfer to L2 readily， or the language itself can not affect the thinking ability （Day， 2003）.

Nonetheless， it should be noticed that the CT in L1 cannot easily transfer to L2. It is not here to argue that Chinese students cannot think critically， only that they cannot think or express as critically in L2 as in their first language. This is supported by evidence from the study by Rybold （2010 ） who examined the relationship between L2 oral communication and thinking by investing oral problem solving in EFL learners in China. His research" asks if advanced EFL learners' problem solving efficacy will be reduced when having to solve nonverbal puzzles while speaking in English in comparison solving these puzzles while to speaking in Chinese or remaining silent." （p.3）. The results show that "the Chinese talking group was 5.8% less accurate and took 51% more time than the silent group; however， the difference in accuracy was not significant. The English talking group was 24.25% less accurate and took 73% more time than the silent group and 14.84% less accurate than the Chinese talking group， and the differences from both groups were significant" （p. 10）. He concludes that we cannot assume that inherent thinking skills in native languages will naturally transfer to second languages， and foreign language students in addition to the rules and grammar of foreign languages， also need the ability to think， speak and solve problems in foreign languages as in their first language.

4 Conclusion

Critical thinking ability is an important measurement of the effectiveness of language learning， but it is not an instant knowledge to transfer to students （Indah， 2016）. It is reported that there is a link between critical thinking and culture with Asian， and Japanese in particular did not display critical thought in their English writing. it is reckoned that critical thinking is a behavior learned as people grow up， and family education exerts great influence. Meanwhile， the language proficiency is also an influential factors. Therefore， it is a challenging task for Chinese English teachers to help their students cultivate critical thinking in a culture where lacks the fertile soil for seeds of critical thinking to germinate.

Reference

Indah，R.N. and Kusuma， A. W. 2016. Factors Affecting the Development of critical thinking Indonesian learners of English Language. Journal of humanities and social science，21（6）， 86-94.

Klimoviene， G. et al. 2006. Developing Critical Thinking through Cooperative Learning. Study about languages，9， 78-87.

Rybold， G. 2010. Speaking and thinking： understanding oral problem solving efficacy in second language learners. Chinese Journal of Applied Linguistics（Bimonthly）， 33（3），3-15.

Shirkhani， S. and Fahim， M. 2011. Enhancing critical thinking in foreign language learners. Paper presented in 1st International Conference on Foreign Language Teaching and Applied Linguistics， May 5-7， Sarajevo.