Korean EFL Learners’ Cognitive Tendencies in Critical Reading of Argumentative Texts

• 영문명: Korean EFL Learners’ Cognitive Tendencies in Critical Reading of Argumentative Texts
• 발행기관: 한국영어어문교육학회
• 저자명: Jong-Hee Lee
• 간행물 정보: 『영어어문교육』영어어문교육 제12권 제2호, 107~125쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.06.01

영문 초록

  This article reports some Korean EFL learners" cognitive tendencies drawn up from their responses to logical fallacies in the argument passages, and its pedagogical implications. The findings of experimental study show the meaningful disparities in three sets of judgment tests designed to identify and explicate faulty arguments: based on the three general types of fallacies using language, emotions, and distraction tactics, subjects on average gained the highest scores in the test questions with language-loaded fallacies and the lowest scores in those with emotion-based ones among the three different types; for this reason, the scores that subjects obtained in the test of distraction-loaded fallacious arguments fell in between the two poles. These discrepancies, mainly based on statistical inferences, support the possibility that the Korean EFL learners are most likely to be manipulated by emotions/distractionloaded argument tactics than by language-based ones in the three types of fallacious arguments; and, they are least likely to be influenced by language-oriented trickeries. As a consequence, such variances in abilities to recognize the intrinsic elements of logical fallacies suggest some basic instructional approaches to critical reading of argumentative texts with due weights on the Korean EFL learners" culture-specific cognitive tendencies.

목차

영어초록
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHOD
Ⅳ. RESULTS AND DATA ANALYSIS
Ⅴ. CONCLUSION
REFERENCES
APPENDIX
저자소개

키워드

critical reading argumentative text logical fallacy cognitive tendency