Critical thinking sub-skills in english debate

Abstract

Incorporating the existing theoretical models of critical thinking (CT) with empirical data analysis, this paper proposes an analytical framework for English debate in a Chinese EFL context. The framework divides the core tasks of debate into four stages: information assessment, argumentation, presentation, and reflection. Each stage requires different CT skills and sub-skills. After analyzing the 24 students’ debating and subsequent reflective practice, this paper discusses the key points and difficulties in developing CT skills in the process of English debate and tries to explore the operable teaching methods.