Home > Research > Publications & Outputs > Thinking and Language Learning.
View graph of relations

Thinking and Language Learning.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Thinking and Language Learning. / Waters, Alan.

In: ELT Journal, Vol. 60, No. 4, 10.2006, p. 319-327.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Waters, A 2006, 'Thinking and Language Learning.', ELT Journal, vol. 60, no. 4, pp. 319-327. https://doi.org/10.1093/elt/ccl022

APA

Vancouver

Waters A. Thinking and Language Learning. ELT Journal. 2006 Oct;60(4):319-327. doi: 10.1093/elt/ccl022

Author

Waters, Alan. / Thinking and Language Learning. In: ELT Journal. 2006 ; Vol. 60, No. 4. pp. 319-327.

Bibtex

@article{69914836b4884323905f072da26ed7cb,
title = "Thinking and Language Learning.",
abstract = "The importance of thinking for language learning has been recognized for some time. ELT activities which encourage active mental processing have become increasingly common. However, there is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT activities. This paper therefore attempts to clarify the types of thinking that ELT activities can promote, and how they can be integrated in a basic learning cycle. In particular, it focuses on the possibility (and importance) of providing learners who have only a limited knowledge of English with activities that nevertheless involve creative thinking. The ideas are illustrated via a series of sample activities.",
author = "Alan Waters",
year = "2006",
month = oct,
doi = "10.1093/elt/ccl022",
language = "English",
volume = "60",
pages = "319--327",
journal = "ELT Journal",
issn = "1475-1704",
number = "4",

}

RIS

TY - JOUR

T1 - Thinking and Language Learning.

AU - Waters, Alan

PY - 2006/10

Y1 - 2006/10

N2 - The importance of thinking for language learning has been recognized for some time. ELT activities which encourage active mental processing have become increasingly common. However, there is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT activities. This paper therefore attempts to clarify the types of thinking that ELT activities can promote, and how they can be integrated in a basic learning cycle. In particular, it focuses on the possibility (and importance) of providing learners who have only a limited knowledge of English with activities that nevertheless involve creative thinking. The ideas are illustrated via a series of sample activities.

AB - The importance of thinking for language learning has been recognized for some time. ELT activities which encourage active mental processing have become increasingly common. However, there is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT activities. This paper therefore attempts to clarify the types of thinking that ELT activities can promote, and how they can be integrated in a basic learning cycle. In particular, it focuses on the possibility (and importance) of providing learners who have only a limited knowledge of English with activities that nevertheless involve creative thinking. The ideas are illustrated via a series of sample activities.

U2 - 10.1093/elt/ccl022

DO - 10.1093/elt/ccl022

M3 - Journal article

VL - 60

SP - 319

EP - 327

JO - ELT Journal

JF - ELT Journal

SN - 1475-1704

IS - 4

ER -