| 研究実績の概要 |
This project examined the development of critical thinking skills through English language education in the Japanese tertiary context and found the following. 1) Critical thinking is independent of the language used, but is related to the available processing capacity in the working memory. 2) The conceptualization processes (i.e. Levelt, 1993) are independent of the language used to express critical evaluation. 3) Simpler tasks resulted in more persuasive writing, and second language production was less persuasive than that of the first language.
4) A style shift often occurred in the boundary between descriptive and evaluative statements when the task was difficult or complex, but not when it was simple.
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