Investigation of the Role of Language in Realizing Critical Thinking and Logical Reasoning through Integrated Discourse Analyses

Abstract

The importance of language is usually overlooked and underplayed throughout teaching, learning and assessment in non-language disciplinary subjects, in which language is regarded as “the hidden curriculum of schooling” (Christie, 1985). However, language in the written assessment becomes the sole means of communication regarding written text upon the answer scripts. This writing in academic literacy would pose an additional challenge for the ESL/EFL learners who attempt the English version of the examination. Besides, language becomes a supreme indicator reflecting candidates’ performance in terms of understanding of content, acquisition of knowledge and essential thinking skills, and capability of applying and integrating all the knowledge and skills in their attempts to question under an “issue-enquiry approach”. In this sense, language serves dual functions both as “a means of communication” and also “a means of thinking”.

This research aims to foreground the importance of language in realizing abstract thinking skills in a non-language assessment through discoursal explorations of how ESL/EFL candidates manipulate the linguistic resources in creating meanings by which to reflect their critical thinking and logical reasoning in the written assessment in the Humanities subject. It studies the linguistic patterns of sixty samples of written answer scripts in an attempt to address the two parts of the extended-response questions in Paper 2 of Liberal Studies (i.e., the two genres: consequential explanation and analytical exposition/challenge), which are written by high, mid and low ESL/EFL achievers in two summative assessments – the internal Secondary Six mock examination at Heep Yunn School in 2018/19 and the public HKDSE examination in 2018. Studying linguistic patterns will make the Liberal-Studies-graders’ expectations of language and thinking skills explicit. Studying the dual functions of language adopts the genre-based approach under Systemic Functional Linguistics to analyze the linguistic resources and the notion of PEEL (Point, Elaboration, Evidence, and Link) to analyze the explanation sequence in the paragraphs.

The scrutiny of language patterns for the vague language requirements “a well-organized, in-depth elaboration and discussion” in the examination report reveals that writing appropriate genres by focusing on the obligatory elements in the genres supported with logical reasons and evidence at various levels of the text to demonstrate candidates’ critical thinking that would lead to success in communication, thus promoting better performance in the written examination. In addition, the highly-regarded writing skills to reflect critical thinking in writing the explanation involves using complementary pairs of concepts in topic sentences to create taxonomies of concepts (i.e., composition and superordination) to show their ability to evaluate the issue from macro- and multiple perspectives; writing the exposition involves constructing arguments with all parts maintain a consistent discussion of the topic supported with appropriate use of discourse markers to signal the transition of the topics and the weighing of evidence in arguments. Results generated from the study of linguistic patterns will address not only “the rules of the game” for the summative assessment but also “the hidden curriculum” in the inquiry approach to demonstrate the skills of critical thinking in writing, which are also relevant for lifelong learning in various career prospects. As a result, this research project concludes that both language and thought are interdependent skills, and clear and effective communication relies on both proficient language skills and logical thinking, which echoes McInerny (2004): “It is impossible to have clear communication without clear thinking” yet “clear ideas do not guarantee clear communication” (p. 14). A checklist of the language of critical thinking serving as a metalanguage is created for the explicit instruction of writing across different disciplines. Both micro- and macro-ways to enhance critical thinking in writing are suggested with implications for teaching. These findings provide practical strategies for educators to enhance critical thinking in writing, empowering them to significantly impact their students’ learning.

Date of Award	11 Sept 2024
Original language	English
Awarding Institution	City University of Hong Kong
Supervisor	Suen Caesar LUN (Supervisor) & Jonathan James WEBSTER (Supervisor)