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philosophy. Daniel & Auriac (2011) pointed that philosophy essentially can be defined as a mode of thinking aiming atdiscovering the truth and logical reasoning. Philosophers recognize the need toimprove the quality of human reasoning and articulate early criterion and principlesthat characterize critical thinking. Based on this, they lay the groundwork for whatwe now term critical thinking. Critical thinking is first embodied in the vision ofSocrates, who is treated as the father of critical thinking in the west. He put forward“Socratic Questioning” thinking method, a method of asking probing questions,analyzing basic concepts, examining reasons and assumptions, disclosingcontradictions as well as seeking truth (Paul, Elder, & Bartell, 1997).
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2.2 Critical Thinking and Reading
The interplay between language and thinking has been recognized for a longtime in the field of psychology. What’s more, second language acquisition viewsreading as an active and interactive “psychological guessing game” which closelyinvolved with thinking process. Meanwhile, many scholars have argued that criticalthinking is best cultivated in specific content such as reading, writing and rather thandeveloped as a separate set of skills. All of these seem to suggest that criticalthinking is closely connected with second language acquisition and especially can bedeveloped in English reading. So, this part attempts to review the theoreticalassumptions of critical thinking and reading as well as introduce Richard Paul’scritical thinking framework which is suitable for training in reading, and finallyelaborate the training model of this research which is derived based on RichardPaul’s framework.
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Chapter 3 Methodology...... 23
3.1 Research Questions....... 23
3.2 Subjects ....... 23
3.3 Instruments........ 27
3.4 Teaching Procedure....... 31
3.5 Data Collection and Analysis.... 35
Chapter 4 Results and Discussions...... 37
4.1 Results of the Study ...... 37
4.1.1 Results of Watson- Glaser Critical Thinking Appraisal..... 37
4.1.2 Results of Writing Tests ..... 39
4.1.3 Results of CTDI-CV Survey ....
4.2 Discussion ......... 51
4.2.1 The Effects of Training on Students’ Critical Thinking Skills....... 51
4.2.2 The Changes of Students’ Critical Thinking Dispositions....... 54
Chapter 5 Conclusion ......... 57
5.1 Findings of the Study .... 57
5.2 Implications of the Study .... 59
5.3 Limitations of the Study...... 60
5.4 Suggestions of Further Study.... 61

Chapter 4 Results and Discussions

4.1 Results of the Study
From Table 4.1, the mean scores of two groups are both around 14, whichindicate lower intermediate level of their general situation of skills because themiddle-level score ranges from 12 to 20. Meanwhile, the distribution of differentlevels also corresponds to the discussions. Most of the students in both two groupshalt at the middle level.Besides that, in previous chapter, the discussion has already mentioned that there is no significant difference between two groups in Pre- WGCTA test, so theyare equal in an overall level of using skills (See Table 3.2). According to Table 4.2, the mean score of experimental group increases to16.238 which indicates the e本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。