Welcome to Francis Academic Press

Frontiers in Educational Research, 2021, 4(4); doi: 10.25236/FER.2021.040417.

Critical thinking of English linguistics on English cultivation and modern application


Xintong Liu

Corresponding Author:
Xintong Liu

School of Foreign Languages, China University of Petroleum (Beijing), 102249, China


This paper aims to investigate an analysis of its great significance and discuss two main approaches applied to linguistics cultivation through probes into the rationale for critical thinking cultivation. The formative class framework and an assessment system can case the dual-channel works to improve the linguistic teaching system effectively. It is found that critical thinking, the flexibility of applying theoretical knowledge could improve, and multi-dimensional thinking, which also can be cultivated. It is highlighted that critical pedagogical thinking plays a vital role in English linguistics of English cultivation and modern application.


critical thinking, English linguistics, cultivation, modern application

Cite This Paper

Xintong Liu. Critical thinking of English linguistics on English cultivation and modern application. Frontiers in Educational Research (2021) Vol. 4, Issue 4: 85-88. https://doi.org/10.25236/FER.2021.040417.


[1] El Soufi, N., & See, B. H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in educational evaluation, 60, 140-162.

[2] Meaux, A. B., Wolter, J. A., & Collins, G. G. (2020). Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. Language, Speech, and Hearing Services in Schools, 51(3), 509–513. https://doi.org/10.1044/2020_LSHSS-20-00064

[3] Higgen, S., & Mösko, M. (2020). Mental health and cultural and linguistic diversity as challenges in school? An interview study on the implications for students and teachers. PloS One, 15(7), e0236160. https://doi.org/10.1371/journal.pone.0236160

[4] Chen, J., & Hu, J. (2018). Enhancing L2 learners’ critical thinking skills through a connectivism-based intelligent learning system. International Journal of English Linguistics, 8(6), 12-21.

[5] Chunyi Zhou. (2018). Teaching Model of College English Grammar in Intensive Reading Course. Educational Sciences: Theory & Practice, 18(6), 2617–2632. https://doi.org/10.12738/estp.2018.6.162

[6] Hu Zhuanglin. (2007). An Introduction to Linguistics (3rd Edition). Peking University Press, 364.

[7] McCormack, C. A., Ware, J., & Wyn Jones, S. (2018). Developing writing skills of learners with persistent literacy difficulties through explicit grammar teaching. Support for Learning, 33(2), 165–189. https://doi.org/10.1111/1467-9604.12200

[8] Zhang, L., & Kim, S. (2018). Critical Thinking Cultivation in Chinese College English Classes. English Language Teaching, 11(8), 1-6.

[9] Zhang, Heping. (2001). On the characteristics and functions of a multidimensional approach to thinking. Qinghai College of Nationalities Journal (03), 58-60. doi:CNKI:SUN:QHMS.0.2001-03-015.

[10] Qi Yuanyuan, (2016). The Development and Study of English Linguistics. Modern Interaction (06), 78. doi:CNKI:SUN:XKJJ.0.2016-06-053.

[11] Yang Kunpeng. (2015). A Discourse on English Linguistics Research in a Multidimensional Perspective. Shandong Agricultural Engineering College Journal (07), 42-43. doi:10.15948/j.cnki.37-1500/s.2015.07.022.

[12] Karahan, A., & İskifoğlu, G. (2020). Using demographic variables to predict graduating university students’ critical thinking disposition. Social Behavior & Personality: An International Journal, 48(10), 1–13. https://doi.org/10.2224/sbp.9167

[13] Gönen, S. I. K. (2018). Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers. Advances in Language and Literary Studies, 9(5), 28–42.

[14] Nan Zhou, (2020). Identity Negotiation in Chinese University English Classroom. Canadian Center of Science and Education Journal, (Higher Education Studies) http://hes.ccsenet.org.

[15] Bashir, S., Karim, T., & Akram, N. (2020). Teachers focus to practice formative assessment techniques: Assessment of class practices of prospective teachers. Journal of Arts & Social Sciences, 7(2), 116–125. https://doi.org/10.46662/jass-vol7-iss2-2020(116-125)

[16] Hashlamoun, N. A., & Daouk, L. (2019). Exploring the Teaching Experiences of Teachers Using Computer-Based Assessments When Teaching Interactive Multimedia Classes. International Association for Development of the Information Society.