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摘要
      本研究透过英文课堂中融入读写任务，培养国内成人第二语言学习者批判性思考能力。再者，此研究报告以参与者的角度切入，探讨读写任务如何帮助第二语言学习者的思考过程。研究者希望课堂中透过此读写任务有助于培养并提升学生对批判性思考能力的察觉。
      报告采取定性研究的方法，针对 37位我国大一英文学生进行研究。本资料数据采样包括上下学期学生批判性思考评量表。学生分为课外写作及课堂读写任务两组。研究者以批判性思考评量表为基准，针对学生提出的问题进行分析，比较两组学生批判性思考表现。此外，本研究希望通过该研究方法了解成人第二语言学习者融入读写任务中，所产生同学互动及学习成效。
      研究结果显示不论是课外写作或课堂面对面讨论的参与者，在参与读写任务活动一年后，他们的阅读方式和阅读行为都有正面的改进。研究结果显示多数学生对于读写任务皆持肯定的态度。我们可以看到读写任务确实可以提升学生们的语言技巧如阅读和口语能力。教育更重要的是，本研究数据表示读写任务能增加学生们对批判性思考能力的察觉。批判性思考评量表的质化分析结果指出，大多数的课外写作学生的批判性思考技巧有更显著的进步，两组间的批判思考并无显著不同。

Chapter One
INTROFUCTION
1.1 Need for the study
1.2 Purpose of the study
1.3 Research question
1.4 Hypothesis
1.5 Significance of the study
Chapter Two
Writing review
2.1 Definition of terms
2.1.1Critical Thinking 2.1.2Bloom's Taxonomy
2.1.2 How to teach Critical thinking
2.2 Critical Thinking
2.2.1 Brief History of Critical Thinking  
2.2.2Teaching Critical Thinking
2.3 Reading-to-write Tasks
2.3.1 What are Reading-to-write Tasks?
2.3.2 Benefits of Reading-to-write Tasks
2.3.3 Reading-to-write Tasks in ESL/EFL Classroom
2.4 Connection between Critical Thinking and Reading-to-write Tasks
IV. Results and read and writing
4.1 Effects of Reading-to-write Tasks on Participants' Critical Thinking Skills
4.2.1 General Perceptions of Reading-to-write Tasks
4.2.2 Advantages of Reading-to-write Tasks
4.2.3 Disadvantages of Reading-to-write Tasks
4.2.4 Ex-curricular writing-to-write Tasks
4.2.5 Face-to-face In-class Reading-to-write Tasks
Chapter Five
Conclusion
5.1Discussion
5.1.1Effects of Reading-to-write Tasks on Participants' Critical Thinking in the Face-to-face and Ex-curricular writing group
5.1.2 Participant Perceptions of Reading-to-write Tasks
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Studies
APPENDICES
Appendix A
Appendix B-2  Survey on Reading-to-write Tasks

REFERENCE

[1] Alwood, C. S. (2000). Exploring the role of the teacher in student-led Reading-to-write Tasks. ERIC Document Reproduction Service.No.ED442748.
[2] Angeli, C., Valanides, N., & Bonk, C. J. (2003). Communication in web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
[3] Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31, 71-90.
[4] Barak, M., & Doppelt, Y. (1999). Integrating the Cognitive Research Trust (CoRT) Programme for creative thinking into a project-based technology curriculum. Research in Science & Technological Education, from  eslist~branches=17 -v1717(2), 139 - 151.
[5] Baron, M. (2000). New literacies in action: Circle de lecture Reading-to-write Tasks. Reading Online, 4(2). Retrieved December 20, 2007, from [6] Bedel, O. (2011). Reading-to-write Tasks in the EFL classroom: How Reading-to-write Tasks stimulate the classroom interaction and promote the social and cooperative learning in the EFL classroom. Retrieved March 15, 2011, from feed://eltdigest.com/literaturecircles/2011/03/co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。