Critical Discourse Analysis in EFL Teaching: A Sociocognitive Perspective
DOI:
https://doi.org/10.17507/jltr.1306.18Keywords:
EFL, CDA, critical language awareness, language teaching, language learningAbstract
EFL learners are often taught English in college mainly for academic purposes. They focus their efforts on improving their language skills with limited, if any, attention to the critical aspects of language use. This study attempted to examine EFL learners’ capacity to critically evaluate news and information about world events. A focus group discussion was conducted to explore EFL learners’ perceptions of fake news, revealing that their reading skills lacked a critical lens. A training program on critical discourse analysis skills was designed. The training utilized a worksheet based on van Dijk’s sociocognitive approach to critical discourse analysis and included three workshops. Every workshop introduced two fake news stories from social media to be evaluated using the worksheet, starting with the native language before working on English texts. The participants showed a considerable level of improvement in using critical discourse analysis skills to approach news on social media. They developed awareness of their roles as members of society in effecting a positive change. They also realized the power of language to critically evaluate and judge world events.
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