Asset Details
Do you wish to reserve the book?
Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
Do you wish to request the book?
Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Savoir disciplinaire au service de la pensée critique en cours de français juridique : Leçons de la psychologie cognitive
2017
Overview
The aim of this article is to demonstrate and defend the importance of disciplinary knowledge for the development of students' critical thinking in the context of a B2 level course in legal French. In this study, I rely, though not exclusively, on the findings of cognitive psychology. In order to demonstrate the relevance of my approach, I present a set of activities corresponding to these aims carried out within the framework of a legal French course offered by the Masaryk University Language Centre (Brno, Czech Republic). The activities are based on navigation in an online database of French legal texts. Their objectives vary. Students seek laws and court decisions according to given criteria, analyse them, reconstruct procedures and present facts on a timeline. Differences in form and substance between the two national systems are also compared and discussed. The paper also explicitly considers processes that develop and strengthen critical thinking, namely dealing with concepts and creation of a problem schema, while giving consideration to the language objectives of a LSP course.
Publisher
De Gruyter,Walter de Gruyter GmbH
