Enhancing Literary Analysis in EFL Classrooms Through Critical Thinking: A Pedagogical Model on Character Analysis

DOI

10.2991/978-2-38476-323-8_23How to use a DOI?

Keywords

critical thinking; character analysis; Paul-Elder model

Abstract

This paper proposes a pedagogical model designed to improve critical engagement with literary texts in English as a Foreign Language (EFL) classrooms with a special focus on character analysis. Drawing on the Paul-Elder model of reasoning, the paper outlines a systematic approach for character analysis that examines the purposes, assumptions, evidence, points of view and implications of interpretations of different characters. Through encouraging critical engagement with literary texts, this model helps students understand and appreciate literature on a deeper level, while also promoting essential critical thinking skills applicable to analyzing other narrative elements such as plot and theme.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Tingting Ji
PY  - 2024
DA  - 2024/12/23
TI  - Enhancing Literary Analysis in EFL Classrooms Through Critical Thinking: A Pedagogical Model on Character Analysis
BT  - Proceedings of the 2024 7th International Conference on Humanities Education and Social Sciences (ICHESS 2024)
PB  - Atlantis Press
SP  - 189
EP  - 195
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-323-8_23
DO  - 10.2991/978-2-38476-323-8_23
ID  - Ji2024
ER  -