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Journal articles on the topic 'Thinking for Speaking Hypothesis'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Athanasopoulos, Panos, and Emanuel Bylund. "The ‘thinking’ in thinking-for-speaking." Language, Interaction and Acquisition 4, no. 1 (2013): 91–100. http://dx.doi.org/10.1075/lia.4.1.05ath.

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According to the thinking-for-speaking (TFS) hypothesis, speakers of different languages think differently while in the process of mentally preparing content for speech. The aim of the present paper is to critically discuss the research carried out within the TFS paradigm, against the background of the basic tenets laid out by the proponents of this framework. We will show that despite substantial progress in the investigation of crosslinguistic differences in the organisation of information in discourse, the studies that actually examine the cognitive aspects of speech production are, to date

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Hervina, Hervina, Ridianto Ridianto, and Faisal Fajar. "THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING SKILL AND THEIR SPEAKING ABILITY AT STKIP ABDI PENDIDIKAN PAYAKUMBUH." ELP (Journal of English Language Pedagogy) 8, no. 2 (2023): 235–46. http://dx.doi.org/10.36665/elp.v8i2.768.

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The success of speaking ability is influenced by various factors, and one of them is students' critical thinking. The application and improvement of students' critical thinking skills in learning English are considered important. This study aims to examine the correlation between students' critical thinking skills and their speaking ability. The researcher employed a quantitative approach using the correlation method. The sample consisted of students from STKIP Abdi Pendidikan Payakumbuh enrolled in the academic years 2017, 2018, and 2019. Questionnaires were distributed to 25 students to asse

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Dewi, Indri Puspita, Noor Aisyah, Faida Azhimia, and Nur Rahmadani. "The Correlation Between Students` Critical Thinking and Speaking Skill in English Class at Diploma 4 of The Health Promotion Study Program." Journal of Language Intelligence and Culture 6, no. 1 (2024): 31–40. http://dx.doi.org/10.35719/jlic.v6i1.145.

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English is a crucial medium of communication, with fluency in four language skills: listening, speaking, reading, and writing. Speaking is one of the most challenging skills, as it allows students to engage in conversations, express meaning, and express opinions. Thinking is a key factor in developing speaking abilities, as it helps individuals solve issues, make decisions, and achieve goals. This research aimed to measure the correlation between students' critical thinking and their speaking skills. A quantitative study of 14 first-semester students of the Diploma 4 Health Promotion study pro

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Wahyuni, Sri, Mulyadi Syahputra, Defi Irmayanti, Rosdiana Rosdiana, Mulyani Mulyani, and Salwa Chaira. "Integrating AREL into EFL Speaking in Fostering Critical Thinking." Jurnal Ilmiah Teunuleh 5, no. 1 (2024): 1–13. https://doi.org/10.51612/teunuleh.v5i1.132.

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The purpose of this study is to integrate AREL into EFL Speaking in fostering critical thinking. The sample of this study was the grade XI 1A students of SMAN 4 Banda Aceh which is consisted of 26 students. This study was pre-experimental design with one group pre-test post-test. The instruments of this research is a test (pre-test and post-test). The finding of this study revealed 59,79 for the mean score of pre-test and 62,84 for the post-test, and the standard deviation for pre-test was 7,57 and post-test was 7,77, then the standard error of measurement for pre-test was 1,48 and 1,52 for po

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Parviz, Birjandi, and Sabah Somayyeh. "BRAIN Journal - A Review of the Language-Thought Debate: Multivariant Perspectives." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 3, no. 1 (2012): 50–62. https://doi.org/10.5281/zenodo.1042704.

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ABSTRACT In recent times, there has been a growing interest in analyzing the relationship between language and thought from a variety of points of view to explore whether language comes before thought or thought precedes language. Accordingly, the present paper attempts at mulling over the current debates on this issue, including Chomsky’s (1975, 1983) Independent Theory, the SapirWhorf hypothesis (1956), Piaget’s Cognitive Determinism (1952, as cited in, Chaput, 2001), Vygotsky’s (1978, 1986) Theory of Interchanging Roles, O’Brien and Opie’s (2002) Radical Connectionism, and Slobin’s (1987, 1

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Parviz, Birjandi, and Sabah Somayyeh. "BRAIN Journal - A Review of the Language-Thought Debate: Multivariant Perspectives." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 3, no. 4 (2012): 56–68. https://doi.org/10.5281/zenodo.1043330.

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ABSTRACT In recent times, there has been a growing interest in analyzing the relationship between language and thought from a variety of points of view to explore whether language comes before thought or thought precedes language. Accordingly, the present paper attempts at mulling over the current debates on this issue, including Chomsky’s (1975, 1983) Independent Theory, the SapirWhorf hypothesis (1956), Piaget’s Cognitive Determinism (1952, as cited in, Chaput, 2001), Vygotsky’s (1978, 1986) Theory of Interchanging Roles, O’brien and Opie’s (2002) Radical Connectionism, and Slobin’s (1987, 1

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Kita, Sotaro, Martha W. Alibali, and Mingyuan Chu. "How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis." Psychological Review 124, no. 3 (2017): 245–66. http://dx.doi.org/10.1037/rev0000059.

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Rahman, Desyfani Zaenab, and Nita Kaniadewi. "THE RELATIONSHIP BETWEEN STUDENTS’ LEVEL OF POSITIVE THINKING AND THEIR ENGLISH SPEAKING ANXIETY." SALEE: Study of Applied Linguistics and English Education 4, no. 2 (2023): 537–50. http://dx.doi.org/10.35961/salee.v4i2.863.

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Every student wanted to speak in English without feeling anxious, many of them really suffered from anxiety. Students who have negative thoughts while they are speaking in English, caused the negative result. Meanwhile, students who have positive thinking while they are speaking in English, will have positive result. The present study employed a quantitative approach, wherein a questionnaire was administered to a sample of 67 second-semester students enrolled in the English Education program at the University of Muhammadiyah Prof. Dr. HAMKA. The sample was collected with the use of the purposi

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Ramezani, Raana, Ebrahim Ezzati Larsari, and Mohammad Aghajanzadeh Kiasi. "The Relationship between Critical Thinking and EFL Learners’ Speaking Ability." English Language Teaching 9, no. 6 (2016): 189. http://dx.doi.org/10.5539/elt.v9n6p189.

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<p>The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the research question and test the hypothesis, 100 PNU English students were selected by applying IELTS speaking test as the samples of this study. Then in order to figure out critical and uncritical learners, Lauren Starkey Critical Thinking Test inclu

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Babichev, N. V., R. M. Akbaev, and V. M. Rakova. "FROM LINGUODIDACTICS OF MEDICAL TERMINOLOGY TO MEDICAL THINKING." Medical parasitology and parasitic diseases, no. 1 (2024): 55–60. http://dx.doi.org/10.33092/0025-8326mp2024.1.55-60.

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Based on a critical analysis of literary data and our own experience in teaching medical terminology toRussian (Russian-speaking) students, the work presents the features of terminology that determine the basicprinciples of linguodidactics of this discipline and the success of its mastery. Using the identified features as an example, methodological approaches to describing cognitive processes in the formation of clinical thinkingof a future doctor are assessed. The hypothesis about the hierarchical structure of linguistic knowledge and clinical thinking is discussed. It is concluded that it is

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Pratiwi, Vita Febia, and Daniel Ari Widhiatama. "The Correlation between Critical Thinking Skill and Vocabulary Mastery in Critical Listening and Speaking Class." Jadila: Journal of Development and Innovation in Language and Literature Education 3, no. 3 (2023): 215–23. http://dx.doi.org/10.52690/jadila.v3i3.463.

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The purpose of this research is to find out the relationship between students critical thinking and vocabulary mastery in Critical Listening and Speaking classes at a university in Yogyakarta. This research focused on knowing the relationship between students' critical thinking and vocabulary mastery of semester 4 students at a university in Yogyakarta. The population of this study were fourth semester students who were taking Critical Listening and Speaking courses. This research employed is quantitative design. In collecting data, researchers used questionnaires and tests. The research sampl

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Megawati, Megawati. "The Effect Learning Method on Students’ Speaking Skill and Critical Thinking at STKIP Kusuma Negara Jakarta." Scope : Journal of English Language Teaching 8, no. 1 (2023): 121. http://dx.doi.org/10.30998/scope.v8i1.19341.

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<div class="WordSection1"><p><span lang="EN-US">This research aims to identify the effect of learning method on students’ speaking skill, the effect learning method on critical thinking, and the effect learning method learning method on students’ speaking skill and critical thinking. Lecturer was chosen Students Team Achievement Division (STAD) and Jigsaw. Through learning method, researcher supposed to the students to get fluency in speaking English This research uses experimental research. Sample of this research was 30 students sixth semester Educational English Program at

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Telaumbanua, Agresia Meirani, Kammer Tuahman Sipayung, and Febrika Lumbantoruan. "EFFECTIVENESS OF INQUIRY BASED LEARNING METHOD TO INCREASE STUDENTS CRITICAL THINKING SPEAKING SKILL SMA PARULIAN 2 MEDAN." JETAL: Journal of English Teaching & Applied Linguistic 1, no. 1 (2019): 1–4. http://dx.doi.org/10.36655/jetal.v1i1.91.

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This research isintended to find out Effectiveness of Inquiry Based Learning Method to Increase Students Critical Thinking Speaking Skill SMA Parulian 2 Medan. This research is conducted by applying Quantitative Experimental research. The sample of this research is two classes that consist 60 students which were selected by using random sampling technique. The first group is class XI MIA 2 (consist of 30 students) as a experimental class and class XI IPS 1 (consist of 30 students) as a control group. The instrument used for collecting the data is by giving the students speaking test. The test

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Sovianti, Dwi Ana Riska. "THE CORRELATION BETWEEN CRITICAL THINKING ABILITY AND SELF-CONFIDENCE TOWARD SPEAKING SKILL AMONG THE THIRD LEVEL STUDENTS AT LANGUAGE CENTER PARE-KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 2, no. 2 (2021): 17. http://dx.doi.org/10.32503/proficiency.v2i2.1406.

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This study aims to find the correlation between critical thinking ability and self-confidence toward speaking skill. The method research used descriptive quantitative method design. Quantitative was related to the computation of number. The data obtained was number. Critical thinking ability data was taken from answer of test, the test contains 20 questions. Students’ self-confidence and speaking skill was taken from the questionnaire, the questionnaire of self-confidence contains 10 questions and 12 questions for speaking skill. The result of this research was described descriptively based on

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Mutmainna, Ainun, Ummi Khaerati Syam, and Ariana. "PROMOTING HIGHER ORDER THINKING SKILLS THROUGH ORAL PRESENTATION AT SMA NEGERI 12 GOWA." English Language Teaching Methodology 4, no. 1 (2024): 1–9. http://dx.doi.org/10.56983/eltm.v4i1.314.

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This study aims to see how to higher order thinking through oral presentations can improve speaking ability in learning English at the eleven grade of SMA NEGERI 12 GOWA. This research used quantitative research with a pre-experimental approach. The researcher gave pre-test to students, and then the researcher gave the students’ treatment using higher order thinking approach through oral presentation. After treatment is given, researcher gives the students’ post-test.The population in this study were students of the class XI IPA SMAN 12 Gowa. The sample of this research was the students of the

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Yang, Pingping. "An Integrated Mode Study on College English Teaching of Listening and Speaking: Based on Output-driven, Input-enabled Hypothesis." Theory and Practice in Language Studies 6, no. 6 (2016): 1236. http://dx.doi.org/10.17507/tpls.0606.13.

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This paper discusses how college English teaching of listening and speaking can be carried out based on the output-driven, input-enabled hypothesis. The author probes into an integrated teaching mode from the following four aspects, including the change of teacher’s role, the applicability of teaching activity, the cultivation of student’s comprehensive ability to apply language and the objective and effective combination of summative assessment and process assessment. In teaching process, the teacher should be aware of the close interaction between listening and speaking, the stimulation of c

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Wessel-Tolvig, Bjørn, and Patrizia Paggio. "Revisiting the thinking-for-speaking hypothesis: Speech and gesture representation of motion in Danish and Italian." Journal of Pragmatics 99 (July 2016): 39–61. http://dx.doi.org/10.1016/j.pragma.2016.05.004.

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Lewandowski, Wojciech, and Jaume Mateu. "Thinking for translating and intra-typological variation in satellite-framed languages." Review of Cognitive Linguistics 14, no. 1 (2016): 185–208. http://dx.doi.org/10.1075/rcl.14.1.08lew.

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We analyze the expression of motion in translations of Tolkien’s The Hobbit into Polish and German within the framework of Talmy’s (1991, 2000) typology of macro-events and Slobin’s (1991, 1996) “Thinking for speaking” hypothesis. We show that although both languages pertain to the satellite-framed typological group, Polish provides less diversified Manner and Path descriptions than German, which exploits the satellite lexicalization pattern by far more productively. We relate these contrasts in the rhetorical style to the particular morpho-syntactic and semantic characteristics of the languag

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Abdul Manaf, Mohd Izmafaimal, Erni Amalina Ilham, Rachel Nhanam, Harwati Hashim, and Melur Md Yunus. "Listening and Speaking in Focus: Artificial Intelligence’s Role in Transforming Malaysian ESL in Teaching and Learning." Citra Journal of Computer Science and Technology 1, no. 1 (2025): 1–12. https://doi.org/10.37934/cjcst.1.1.112.

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The framework for listening and speaking in language acquisition is greatly enhanced by Artificial Intelligence (AI), integrating seamlessly with established theories and the Malaysian Education Blueprint. Krashen’s Input Hypothesis emphasises comprehensible input as essential for language learning, aligning perfectly with the Blueprint’s focus on student-centred approaches and English proficiency. AI technologies deliver personalised language exposure, enhancing listening skills crucial for effective language acquisition. AI’s alignment with Swain’s Output Hypothesis highlights the importance

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Sako, Takayoshi, and Fumiya Shinozaki. "Impact of Debate Instruction and Pair Practice on Japanese High School Students’ Speaking Skills and Critical Thinking." English Teacher 52, no. 1 (2023): 32–48. http://dx.doi.org/10.52696/bljd6558.

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The revised course of study guidelines for senior high schools in Japan now features a new subject, “Logic and Expression”, designed to enhance communication skills through the formulation and elaboration of logical structures. This addition underscores a rising societal emphasis, both locally and globally, on fostering the ability to articulate thoughts logically and convincingly, anchored in critical thinking (CT). Existing research reveals a positive correlation between CT and speaking skills, crediting English debate, pair practice, and peer assessment as effective strategies. This study s

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Cifuentes Férez, Paula. "Thinking-for-translating." Cognitive Linguistic Studies 2, no. 2 (2015): 302–29. http://dx.doi.org/10.1075/cogls.2.2.05cif.

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The present paper examines the acquisition of English physical motion constructions by Spanish translators in training. Drawing from Talmy’s (1985, 1991, 2000) typological framework for motion event descriptions and Slobin’s (1996, 2003) thinking-for-speaking hypothesis, the main aim of this research is to study whether the acquisition of English lexicalization patterns by Spanish translators in training could be facilitated by instructing them to think-for-translating into English. To this end, first, participants in the experimental and control group were told to translate some narrative fra

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Lei, Juan, and Thanawan Phongsatha. "Research on the Construction of Technology-rich Classroom Learning Environment to Develop English Language Learning and Higher-order Thinking." International Journal of Sociologies and Anthropologies Science Reviews 3, no. 5 (2023): 79–98. http://dx.doi.org/10.60027/ijsasr.2023.3276.

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Background and Aim: Applying emerging technologies to explore new learning ecology has become the focus of current education reform. Foreign language majors in China were once criticized for their lack of critical thinking abilities. This paper aims to construct a technology-rich classroom learning environment and explore its impact on participants’ English learning and higher-order thinking. Materials and Methods: This research is a quasi-experimental research design using a quantitative research approach. English language teaching experiment was conducted on 60 samples selected by using the

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Syahrin, Alfi. "Culture Repertoire in Expressive Written Language : Study of Hypothesis of Edward Sapir and Benyamin Lee Whorf." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 1, no. 1 (2018): 23–28. http://dx.doi.org/10.33258/birle.v1i1.80.

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Language, culture, and mind are closely related, each of these extracts reflects one another. The relationship between language, culture and mind of speakers is a basic idea of Sapir and Whorf's theories and hypotheses. Language politeness that is rooted in the splash of the cultural values of the speaking community, including can be seen from the packaging of the information structure as outlined in the sentence of a language. The construction of different clauses grammatically packs different information structures and politeness values. The way of thinking between cultures as outlined in a

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Cadierno, Teresa, and Lucas Ruiz. "Motion events in Spanish L2 acquisition." Annual Review of Cognitive Linguistics 4 (October 25, 2006): 183–216. http://dx.doi.org/10.1075/arcl.4.08cad.

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The overall aim of this paper is to discuss how Talmy’s (1985, 2000) typological framework and Slobin’s (1996) thinking for speaking hypothesis can be fruitful for the investigation of how adult language learners come to express motion events in an L2. We report an empirical study which compares the expression of the semantic components of Path and Manner of motion by three groups of informants: (a) learners whose L1 and L2 belong to different typological patterns (Danish learners of Spanish; (b) learners whose L1 and L2 share the same typological pattern (Italian learners of Spanish); and (c)

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Shan, Xinxin. "A Review on Motion Event from a Typological Perspective." Theory and Practice in Language Studies 8, no. 11 (2018): 1469. http://dx.doi.org/10.17507/tpls.0811.11.

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In light of the lexicalization patterns as proposed by Talmy (1985, 1991, 2000) and Slobin’s “Thinking for Speaking” hypothesis (1991, 1996, 2000), this paper provides a review on motion event from a typological perspective. Also, a constellation of studies on the classification of Chinese in motion event typology has been presented and discussed. These works advance our knowledge of motion research, and set the stage for subsequent research on how motion expressions are understood and used in everyday communication.

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Haryudin, Acep, Yana Yana, and Efransyah Efransyah. "TEACHING SPEAKING USING COLLABORATIVE APPROACH AT SENIOR HIGH SCHOOL IN WEST BANDUNG." PROJECT (Professional Journal of English Education) 3, no. 1 (2020): 132. http://dx.doi.org/10.22460/project.v3i1.p132-142.

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The objectives of this research are to figure out the significant improvement and achievement of Collaborative Approach in teaching speaking. The method of this research is quantitative method. The population was the tenth grade students of SMAN 2 Padalarang and the sample was consisted of 30 students of tenth grade students. The instruments were pretest-posttest. The data was analyzed using descriptive statistic. The t test data score was 0.000. The score was less than 0.05. So the null-hypothesis was rejected. Therefore, it can be concluded that there was a significant improvement and achiev

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Olivieri, Simona. "Pathways of Knowledge Transmission: From the Greek to the Arabic Tradition." Histoire Épistémologie Langage 46-2 (2024): 73–89. https://doi.org/10.4000/12v66.

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This paper discusses scholarly exchanges between the Greek- and Arabic-speaking worlds during early Islamic times by outlining pathways of knowledge transmission within the broader framework of Arabs’ keen interest in knowledge acquisition. It contextualizes the hypothesis on the Greek contribution to the Arabic linguistic thinking and discusses challenges in documenting direct access to Greek sources by early Arabic grammarians. By bridging the roles of the caliphate and scholarly activities, it finally delves into the role of knowledge circulation and the significance of indirect influences.

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Lupyan, Gary, and Daniel Swingley. "Self-Directed Speech Affects Visual Search Performance." Quarterly Journal of Experimental Psychology 65, no. 6 (2012): 1068–85. http://dx.doi.org/10.1080/17470218.2011.647039.

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People often talk to themselves, yet very little is known about the functions of this self-directed speech. We explore effects of self-directed speech on visual processing by using a visual search task. According to the label feedback hypothesis (Lupyan, 2007a), verbal labels can change ongoing perceptual processing—for example, actually hearing “chair” compared to simply thinking about a chair can temporarily make the visual system a better “chair detector”. Participants searched for common objects, while being sometimes asked to speak the target's name aloud. Speaking facilitated search, par

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Shields, George W. "Politics as Reflective Equilibrium: On Dombrowski's Process Philosophy and Political Liberalism: Rawls, Whitehead, Hartshorne." Process Studies 53, no. 1 (2024): 91–109. http://dx.doi.org/10.5406/21543682.53.1.04.

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Abstract Without question, Process Philosophy and Political Liberalism: Rawls, Whitehead, Hartshorne, is Daniel Dombrowski's most important and well-argued treatise to date within his growing, prolific literary corpus. Bringing his expertise on John Rawls's political thought to bear on the process thinking of A. N. Whitehead and Charles Hartshorne, he explores commonalities of approach and ventures the interpretive hypothesis that Rawls is, at least broadly speaking, a process philosopher. He also argues that each of these philosophers appropriately shares the appellation “political liberal” w

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Andi, Lusia Ayuni, Juliana M. Y. Benu, and Marleny P. Panis. "Relationship between Negative Mindset and English-Speaking Anxiety in English Students." Journal of Health and Behavioral Science 4, no. 2 (2022): 295–07. http://dx.doi.org/10.35508/jhbs.v4i2.6170.

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The ability to speak English is the main priority of many languages being studied, inadequate mastery of English is often a source of anxiety experienced by students. English anxiety is anxiety that arises as perceptions, beliefs, feelings, and attitudes that arise in individuals in learning and using English. English anxiety is a result of affective factors that arise due to several things: lack of knowledge of English, lack of preparation, fear of making mistakes, and difficulty understanding instructions from the teacher. The hypothesis in this study is that there is a relationship betwee

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Leikin, Mark, Esther Tovli, and Anna Woldo. "THE INTERPLAY OF BILINGUALISM, EXECUTIVE FUNCTIONS AND CREATIVITY IN PROBLEM SOLVING AMONG MALE UNIVERSITY STUDENTS." Creativity Studies 13, no. 2 (2020): 308–24. http://dx.doi.org/10.3846/cs.2020.10397.

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The present study explores the interplay among bilingualism, executive functions and creativity in problem solving among adult male university students. In this context, the associations between two factors critical for understanding the topic, i.e. type of bilingualism (i.e. balanced versus non-balanced bilingualism) and type of creative thinking (i.e. convergent versus divergent thinking) are examined, as well. 28 Russian/Hebrew/English trilinguals (balanced Russian/Hebrew bilinguals), and 25 non-balanced Hebrew/English bilinguals participated in the study. All participants performed several

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Kriukova, Ekaterina, and Oxana Koval. "Indirect Speaking: Images and Metaphors in Arendt’s Homage “Martin Heidegger at Eighty”." Voprosy Filosofii, no. 6 (July 2024): 135–45. http://dx.doi.org/10.21146/0042-8744-2024-6-135-145.

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Hannah Arendt’s report “Martin Heidegger at Eighty” is generally seen as a defensive speech, seemingly intended to honor his philosophical achievements at the end of his life and to mitigate the reputational damage caused by his past political mistakes. The personal relationship between Arendt and Heidegger is often cited as the reason for the disturbing fact that such a statement was made by a prominent scholar of totalitarianism. This article examines Arendt’s text from a new perspective, viewing it as a departure from Heidegger’s position rather than a celebration of it. The hypothesis is

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Athanasiadou, Ifigeneia, and Panos Athanasopoulos. "Plural Mass Nouns and the Construal of Individuation: Crosslinguistic Evidence from Verbal and Nonverbal Behaviour in Labelling and Non-labelling Contexts." Cognitive Semantics 3, no. 1 (2017): 62–94. http://dx.doi.org/10.1163/23526416-00301003.

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Considering the third time frame of the thinking-for-speaking hypothesis (tfs), online language use affects subsequent nonverbal categorical perception preferences (Slobin 2003); according to the universalist view, nonverbal cognitive thinking is arranged in universal conceptual structures underlying surface crosslinguistic differentiations (Imai & Gentner 1997). In the present study, we examined crosslinguistic differences in the expression of noun countability in Greek and English speakers. In a verbal task, Greek speakers pluralized mass nouns more than English speakers; consistent with

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Fokong, Nubonyin Hilda, N. F. Ndi Ndamsa, and Moses Ambe. "Higher Education Curriculum Content and Graduate Employability in Cameroon: A Teacher- Student Perspective." International Journal of Psychology and Cognitive Education 3, no. 2 (2024): 14–30. https://doi.org/10.58425/ijpce.v3i2.303.

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Aim: The study aimed to examine the contribution of the higher education curriculum content on graduate employability especially from the teacher's and students' perspective. Methods: Two research questions and a null hypothesis were formulated to guide the study to achieve this objective. The study was carried out in the two-state universities of the English-speaking regions of Cameroon. The sample for the study was determined using the Krejcie and Morgan (1970) table giving 300 students and 120 lecturers. This sample size was representative of the target population. Primary data was collecte

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Hidayatullah, Heri, and Siti Syafi’atul Qomariyah. "Toward EFL Students’ Critical Thinking: How Effective Value Line Learning Strategy Is?" Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 1 (2023): 114. http://dx.doi.org/10.33394/jo-elt.v10i1.7854.

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Critical thinking in the academic context is considered paramount due to Indonesian government regulations. However, developing such skills needs extraordinary effort. Accordingly, this present research aimed to examine one out of so many strategies called Value Line Learning (VLL) Strategy toward such skills in speaking and writing classes. An experimental research with one group pretest-posttest design was applied aiming at measuring the current strategy for two times (before and after exposing a non-random group of participants to a certain treatment). This study was conducted at MA Nurul U

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Sureda and Ika Yanti Ziska. "Extrovert and Introvert Personality Toward Speaking Achievement; A Comparative Study at SMP Negeri 10 Parepare." La Parole : Journal of Language Teaching and Pedagogy 3, no. 1 (2023): 82–91. http://dx.doi.org/10.31850/laparole.v3i1.2450.

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Speaking is one way to communicate in which ideas and thought delivered through message orally. To enable students to communicate, we need to apply the language in real communication. Personality plays an important role to improve speaking ability. The characteristic of people which causes consistency of feeling, thinking, and behavior. One aspect that constructs personality is extrovert-introvert. The purpose of this study is to generally try to find out which one of the Extrovert and Introvert students that have the better speaking achievement and to Investigate whether there is a difference

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Jingnan, Zhao. "Does the Shadowing Affect the Second Language Preschool Childrens English Speaking Proficiency?" Lecture Notes in Education Psychology and Public Media 33, no. 1 (2024): 164–68. http://dx.doi.org/10.54254/2753-7048/33/20231619.

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Unsurprisingly, changes in attitudes towards learning English in the international context have coincided with English becoming a global lingua franca. Learning a foreign language, especially English, from an early age is believed to impact children's language acquisition positively. This belief is supported by the Critical Period Hypothesis, which suggests that there is a biologically determined period when language can be acquired more easily. However, recent studies suggest that the assumption that younger people are better when learning English is only sometimes valid. The growing body of

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Chen, Xiuli, Yali Gao, Wei Tang, Jiajia Guan, and Joohan Ryoo. "AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement." European Journal of Contemporary Education and E-Learning 2, no. 2 (2024): 3–18. http://dx.doi.org/10.59324/ejceel.2024.2(2).01.

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This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when

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Chen, Xiuli, Yali Gao, Wei Tang, Jiajia Guan, and Joohan Ryoo. "AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement." European Journal of Applied Science, Engineering and Technology 2, no. 2 (2024): 3–18. https://doi.org/10.59324/ejceel.2024.2(2).01.

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This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when

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Malik, Sameena, Huanq Qin, Muhammad Arif Soomro, and Ibrahim Oteir. "Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners." Advances in Language and Literary Studies 12, no. 1 (2021): 34. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.34.

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Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. Th

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Baumann, Yannick. "Die Dekonstruktion von Stereotypen durch Irritation im Unterricht : eine empirische Untersuchung." Brünner Beiträge zur Germanistik und Nordistik, no. 2 (2023): 135–57. http://dx.doi.org/10.5817/bbgn2023-2-9.

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This study intends to elucidate the process of culture-related learning by clarifying the possibilities of deconstructing anticipated stereotypical ideas GFL learners might have about the German, Austrian and Swiss target culture(s). The main hypothesis of the inquiry was the assumption, that the German speaking countries (DACH) are somehow being perceived as a positive model in Slovakia as far as garbage economy and waste disposal are concerned, although in reality, this image might be put into perspective. The problem of the empirical measurement of stereotypes was solved with two identical

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Xu, Chao. "The Application of Reading-to-Write Strategy under Core Literacy in Junior High School English Writing Class." Frontiers in Humanities and Social Sciences 5, no. 2 (2025): 65–76. https://doi.org/10.54691/bwb7kq40.

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The four fundamental skills for learning English are speaking, listening, reading, and writing. These four skills are interrelated, mutually reinforcing and indispensable. However, in today’ s junior high school English classes in China, these four skills are often taught to students in an independent form. With the deepening and development of quality education, English teaching more clearly points to the curriculum goal of cultivating and developing students’ core literacy. Therefore, it is urgent to study the teaching method of reading and writing under the background of English key compete

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Alibali, Martha W., and Sotaro Kita. "Gesture highlights perceptually present information for speakers." Gesture 10, no. 1 (2010): 3–28. http://dx.doi.org/10.1075/gest.10.1.02ali.

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Why do speakers produce gestures? This study tests the hypothesis that gesture facilitates the conceptual planning of speaking, and in particular, gesture promotes thinking about perceptually present information. This view implies that, when gesture is prohibited, people should be less likely to speak about such information. We tested this prediction among children (N = 50) who solved and explained Piagetian conservation tasks. For one set of conservation tasks, all children were allowed to gesture. For a second set of tasks, some children were prohibited from gesturing by wearing a cloth muff

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Al Dulaimy, Asst Lect Ahmed Jamil Sulaiman. "Word Puzzles Technique Designed for Developing Pupils’ Productive and Comprehension Skills." American Journal Of Social Sciences And Humanity Research 05, no. 02 (2025): 59–64. https://doi.org/10.37547/ajsshr/volume05issue02-14.

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This research aims to determine whether word puzzles technique is a helpful tool for improving pupils' productivity and cognitive abilities in the classroom of the primary level. Word searches, is an example of word puzzles that aims to captivate pupils engagingly and entertainingly while fostering their language and critical thinking skills. The current research delves into how word puzzles can enhance pupils to learn the four learning skills: listening, speaking reading and writing. It also aims to develop pupils’ skills of thinking and problem-solving. The research evaluates pupils' develop

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Zaid, Mohammad, and Suzan Shehada. "A Study on the Perceptions of EFL Students towards Using the Cambridge Unlock Classroom App." International Journal on Studies in Education 4, no. 2 (2022): 141–54. http://dx.doi.org/10.46328/ijonse.92.

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This paper deals with the importance of integrating Cambridge Classroom App in the classroom. The researchers based the idea of the study upon the newly published second edition of Unlock Series titled Reading, Writing, and Critical Thinking alongside Listening and Speaking and Critical thinking. Side by side with the online Cambridge accounts, students should download a mobile application known as “Cambridge Pocket”, which is easily accessible by students via App store and Android systems. In fact, this paper aims at analysing the attitudes of Birzeit University students towards the integrate

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Loaiza, Yasaldez, and Leydi Aristizabal Ospina. "Uso de imágenes como contenidos multimodales durante la enseñanza de las Ciencias Sociales." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 15 (October 10, 2024): 118–32. http://dx.doi.org/10.17398/2531-0968.15.118.

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This text presents, broadly speaking, the development and research results obtained from the work carried out with some social sciences teachers from the municipality of Manizales (Department of Caldas, Republic of Colombia). With them, sought to verify the impact of technological innovation and its ability to strengthen teaching processes in classrooms is recognized. Likewise, the assumed hypothesis was that such processes can be successful, if visual and multimodal texts are used; in order to transmit knowledge in a more interactive way and without sacrificing the complexity of the content.

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Ushakova, Natalia, Tetiana Aleksieienko, Iryna Kushnir, Iryna Zozulia, and Tetiana Uvarova. "Storytelling Technique in Teaching Ukrainian as a Foreign Language Remotely." Theory and Practice in Language Studies 12, no. 4 (2022): 629–38. http://dx.doi.org/10.17507/tpls.1204.02.

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Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities

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Leonteva, Anna V., Alan Cienki, and Olga V. Agafonova. "Metaphoric gestures in simultaneous interpreting." Russian Journal of Linguistics 27, no. 4 (2023): 820–42. http://dx.doi.org/10.22363/2687-0088-36189.

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The paper deals with the degree to which interpreters incorporate visible behaviors from the people they are interpreting into their own practice. Since metaphoric gestures objectify abstract concepts in visible form, it is worth exploring the degree to which interpreters replicate such gestures of those whose speech they are interpreting; this can indicate how much they are employing the original speakers’ mental imagery connected with those abstract concepts. This imagery for the source domain of the metaphor ranges from highly iconic (high metaphoric) to low in iconicity (low metaphoric). T

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Hung, MBA Bui Quang, and Nguyen Minh Tuan. "The relation of leadership mindset capacity and worker cohesion to the organization influences the business efficiency of small and medium-sized enterprises (SME) In Ho Chi Minh City." Edelweiss Applied Science and Technology 8, no. 5 (2024): 1348–61. http://dx.doi.org/10.55214/25768484.v8i5.1836.

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This study aims to help administrators perceive a specific perspective on the importance of cognitive capacity, from which they can take measures and make changes in work, study, training, and the managing process to improve workers’ cohesion in the organization and business efficiency. Research methods using a pre-made questionnaire, a survey is used to gather data for official quantitative research. According to Hair et al. (2006); Kline (2011); Tabachnik and Fidell (2011), factor analysis and linear structure were performed using Structural Equation Modeling (SEM) using the SmartPLS tool. T

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Alejo-González, Rafael. "Making sense of phrasal verbs." AILA Review 23 (December 9, 2010): 50–71. http://dx.doi.org/10.1075/aila.23.04ale.

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Phrasal verbs (PVs) have recently been the object of interest by linguists given their status as phraseological units whose meaning is non-compositional and opaque. They constitute a perfect case for theories of language processing and language acquisition to be tested. Cognitive linguists have participated in this debate and shown a certain interest for PVs, although their research on this topic stems in most of the cases from their central interest on prepositions and the language of spatiality. In this paper, I aim to make a comprehensive and critical summary of the cognitive linguistics (C

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