What Is The Effect Of Language On Critical Performance?
Manalo and Sheppard (2016) in the article attempts to deal with the various factors that pertain to the relationship that is shared among the critical thought processes that are undertaken by the learners and the language structure or the language proficiency of the concerned learner. In the article entitled “How might language affect critical thinking performance?”, the authors argue that the various other earlier researches have pointed out that the students who belong to the various other nationalities or the other linguistic backgrounds might face problems in management various matters that are related to the depiction of the critical thoughts on the concerned subjects of study. The authors attempt to investigate the various ways in which the language proficiency and the structure and the ability of the concerned learner to depict the critical thoughts on the concerned subject of study (Bensley et al., 2016). The following essay attempts to put forth a critical analysis of the concerned article. The essay further proceeds to critically evaluate the concerned article entitled “How might language affect critical thinking performance?”.
The article is set against the backdrop of the fact that the learners belonging to the various cultural backgrounds might face certain factors that are related to the critical thoughts that might need to be depicted in the understanding and the analysis of the concerned subject of learning or research. The research problem as depicted within the concerned article deal with the factors that are related to the deficiency and the backwardness that are depicted by the students and the learners who belong to the Asian background in comparison to the students and the learners who belong to the western cultural backgrounds. The authors of the article tend to explore the connection within the linguistic and the cultural backgrounds of the concern and the ability of the concerned learner or the researcher to demonstrate the critical thoughts on a particular subject of study (Benedek et al., 2016). The article aims to address the various questions that pertain to the linkages between the linguistic and cultural background of the concerned learner and the ability of the person to deal with the various critical thoughts on the matters of study that they might have undertaken.
Dilekli and Tezci (2016) argue that the addressal of the research questions might help the concerned authors as well as the future researchers in the understanding of the relationship that is shared between the depiction of the critical thought and the linguistic proficiency of the concerned learner or the researcher. The research was conducted with the help of the two studies that were related to the topic of research. The first study that was undertaken by the researchers, attempted an examination of the various evaluative statements that were produced by the Japanese students undertaking second-year courses in the various universities present across the country. The students were asked to produce these statements in both the languages, Japanese, their first or native language and English, their second language. The students were evaluated on the basis of the various factors that are related to the proficiency that they might have depicted in the usage of the concerned language. The second study was undertaken on the first-year students who had not been provided with the training and the intimation on the structure of the language that should be used. The studies were evaluated on the basis of the language structure that was used by the concerned student. The studies were analyzed on the basis of the quantitative data that were collected in the form of the grades that were awarded to the concerned students.
Dumas, Schmidt & Alexander (2016) state that the studies used the standard deviation techniques in order to arrive at a conclusion in the matters that pertained to the language proficiency that is depicted by the concerned students. The studies that were conducted among the students in order to complete the researches dealt with the factors that pertained to the linguistic proficiency of the concerned students who had participated in the study. The research finally concludes that the critical thoughts as depicted by the concerned learner and the students are linked with the linguistic proficiency that is depicted by the concerned student (Gabriel et al., 2016). The authors of the concerned article in discussion state that the classroom guidance might be implemented in order to deal with the enhance the ability to apply the criticism in the matters that pertain to the thoughts on a concerned subject of study.
The article entitled “How might language affect critical thinking performance?” by Manalo and Sheppard (2016) deals with the relationship that exists within the critical thought processes that are undertaken by the learners and the language structure or the language proficiency of the concerned learner. The research that is documented within the concerned article entitled “How might language affect critical thinking performance?” tends to have certain limitations as well. Mullet et al. (2016) argue that the studies tend to have a limitation in the matters that pertain to the bilinguals who might have the similar amount of proficiency in the linguistic factors that are involved in both the languages that are discussed within the concerned studies. The study fails to consider the students who might depict the fluency in the matters that are related to both the languages that are discussed within the studies that have been undertaken for the completion of the research for that article. The authors of the article entitled “How might language affect critical thinking performance?” tends to assume the fact that the linguistic proficiency of the concerned student and the linguistic structure of the concerned language play a huge role in the matters that pertain to the depiction of the ability to incorporate the critical thoughts in the matters that pertain to the understanding of the concerned subject of study (O’Connor, Gardiner & Watson, 2016).
The authors of the article tend to explore the connection within the linguistic and the cultural backgrounds of the concern and the ability of the concerned learner or the researcher to demonstrate the critical thoughts on a particular subject of study (Tang & Naumann, 2016). The article aims to address the various questions that pertain to the linkages between the linguistic and cultural background of the concerned learner and the ability of the person to deal with the various critical thoughts on the matters of study that they might have undertaken (Pérez-Fabello, Campos & Campos-Juanatey, 2016). Ramaraj & Nagammal (2016) opine that the addressal of the research questions might help the concerned authors as well as the future researchers in the understanding of the relationship that is shared between the depiction of the critical thought and the linguistic proficiency of the concerned learner or the researcher.
The studies that were conducted accounting the students in order to complete the researches dealt with the factors that pertained to the linguistic proficiency of the concerned students who had participated in the study (Tang, Werner & Karwowski, 2016). The research finally concludes that the critical thoughts as depicted by the concerned learner and the students are linked with the linguistic proficiency that is depicted by the concerned student (Vezzali et al., 2016). The authors of the concerned article in discussion state that the classroom guidance might be implemented in order to deal with the enhance the ability to apply the criticism in the matters that pertain to the thoughts on a concerned subject of study.
In the article entitled “How might language affect critical thinking performance?”, the authors argue that the various other earlier researches have pointed out that the students who belong to the various other nationalities or the other linguistic backgrounds might face problems in the various matters that are related to the depiction of the critical thoughts on the concerned subjects of study (Yang & Yang, 2016). The authors attempt to investigate the various ways in which the language proficiency and the structure and the ability of the concerned learner to depict the critical thoughts on the concerned subject of study (Zohar & Cohen, 2016). The concerned article in discussion might be considered to be effective in the matters that pertain to the insight that it offers to the various future researchers as well as the present learners in the matters that are related to the relationship that is shared among the depiction of the criticism in the thoughts that are related to the matters of study that have been undertaken by the concerned learners and the linguistic proficiency of the concerned student.
Thus, from the above discussion, it might be pointed out that the article in discussion entitled “How might language affect critical thinking performance?” have correctly put forth the fact that the depiction of the critical thinking by the concerned students and the linguistic proficiency of the concerned student. The authors of the article have been observed to have dealt with the students who have been trained on the linguistic proficiency and the proper linguistic structure of the concerned language. The concerned article in discussion is observed to have been dealing with the students who are presumed to be not completely fluent with the second language in discussion, English. The future researchers might be advised to throw light on the behaviors that might be put forth by the students who have been depicting the complete fluency in both the languages that have been studied in the research that had been undertaken by the authors of the article in discussion.
References
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Bensley, D. A., Rainey, C., Murtagh, M. P., Flinn, J. A., Maschiocchi, C., Bernhardt, P. C., & Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168.
Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
Dumas, D., Schmidt, L. C., & Alexander, P. A. (2016). Predicting creative problem solving in engineering design. Thinking Skills and Creativity, 21, 50-66.
Gabriel, A., Monticolo, D., Camargo, M., & Bourgault, M. (2016). Creativity support systems: A systematic mapping study. Thinking Skills and Creativity, 21, 109-122.
Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49.
Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9-30.
O’Connor, P. J., Gardiner, E., & Watson, C. (2016). Learning to relax versus learning to ideate: Relaxation-focused creativity training benefits introverts more than extraverts. Thinking Skills and Creativity, 21, 97-108.
Pérez-Fabello, M. J., Campos, A., & Campos-Juanatey, D. (2016). Is object imagery central to artistic performance?. Thinking Skills and Creativity, 21, 67-74.
Ramaraj, A., & Nagammal, J. (2016). Investigating the creative processes and outcomes of an open ended design task: A qualitative study on two days practicum for architecture students. Thinking Skills and Creativity, 21, 1-8.
Tang, C., & Naumann, S. E. (2016). The impact of three kinds of identity on research and development employees’ incremental and radical creativity. Thinking Skills and Creativity, 21, 123-131.
Tang, M., Werner, C., & Karwowski, M. (2016). Differences in creative mindset between Germany and Poland: The mediating effect of individualism and collectivism. Thinking Skills and Creativity, 21, 31-40.
Vezzali, L., Goc?owska, M. A., Crisp, R. J., & Stathi, S. (2016). On the relationship between cultural diversity and creativity in education: The moderating role of communal versus divisional mindset. Thinking Skills and Creativity, 21, 152-157.
Yang, H., & Yang, S. (2016). Sympathy fuels creativity: The beneficial effects of sympathy on originality. Thinking Skills and Creativity, 21, 132-143.
Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, psychology, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85-96.
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