Improvement of cognitive ability of English language learners through writing skills.

Saddam H.M. Issa, Shyamala K.C

doi:10.17762/pae.v58i1.1859

Abstract

This paper explores the interrelation between the cognitive linguistic skills that are necessary for children to write on both words and texts. Three types of cognitive-linguistic abilities, which were considered to be more specifically interested in the text writing research, were transcriptional skills, ideation and syntax. The first two emerged out of a simplistic writing view (Berninger, 2010) while the predicted value of syntactic skills was based on an "extended triangle model" (Bishop & Snowling, 2011). The transcription skills in the present research have been operationalized to generate strokes in line with the proper order of stroke. With respect to the ideation, we tested the capacity of children to create orally sentences on such subjects and the requirements for grading are close to the criteria of text composition. Although good handwriting enhances student reading, improves skills, the process of abandoning handwriting has already started in a number of countries. This study paper reveals that handwriting is not only meant for primary school students, but also in high school education with regard to some important studies.

Highlights

Language learning is not a single cognitive process act but the capacity of an individual to consider, interpret, think, judge and be mindful
It can be suggested that there is a lack of opportunity for schools and educators to raise the level of student achievement. Their new handwriting side-lining as an unacceptable method of learning, in high school, denies our students the opportunity for written and external assessments
They should concentrate on handwriting as a pillar of school education and pedagogical practices if teachers, our government and politicians want to develop literacy skills

Summary

INTRODUCTION

Language learning is not a single cognitive process act but the capacity of an individual to consider, interpret, think, judge and be mindful. The teaching of academic writing is www.psychologyandeducation.net focused on so-called forms (for example, expository, descriptive, narrative, argumentative and persuasive) and in particular, on writing and argumentation of exposition In this connection, writing can be seen as a specific form of capacity for verbal development in which text is generated to fulfil the demand for a discourse or more generally, as a dynamic and interconnected output that cannot be understood except for the social and cognitive purposes it serves. Successful training provides students with the skills they need to produce a wide variety of texts in a wide range of social contexts This analysis would take a wider perspective and as such, we define professional writing as a dynamic cognitive task that requires problem solving and strategies to meet communicative objectives. The written assignment (including topics, audiences and motivational elements) was differentiated by Hayes and Flower from the previously created text

Writing as Cognition: psychological Perspective

Review of literature

Findings

Conclusion