汉语作为外语学习者的思辨能力及其与中国哲学课学业成绩的关系研究

Caijun Lin

Authors

Caijun Lin School of Sinology, Mae Fah Luang University, Chiang Rai 57100 Thailand

Keywords:

critical thinking, CFL learners, academic performance, Chinese Philosophy course

Abstract

Critical thinking is an influential factor in the development of foreign language proficiency. However, research specifically targeting the critical thinking of Chinese as a Foreign Language (CFL) learners are currently lacking. To explore the status quo of critical thinking among CFL learners and its relationship with their academic performance, this study surveyed 229 third-year undergraduate students from a university in Northern Thailand. Employing a questionnaire-based research methodology, the study investigated the students’ current level of critical thinking and its correlation with their achievement in a Chinese philosophy course. The main findings are as follows: 1) The critical thinking of the participants was generally at an intermediate level. Potential constraints on the development of these abilities may include a lack of training and practice in critical reflection, as well as factors like lower proficiency in Chinese and insufficient cognitive maturity. 2) A moderate positive correlation was found between the participants’ critical thinking and their academic performance in the Chinese philosophy course. Furthermore, Critical thinking has a significant positive predictive effect on their academic performance. This study broadens the scope and contextual boundaries of critical thinking research, thereby enriching its theoretical implications within cross-linguistic and cross-cultural contexts. Furthermore, it provides empirical evidence and pedagogical insights for developing the critical thinking of CFL learners in the specific setting of Chinese philosophy courses.

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