Linguistic creativity related with language skills.
Competency in itself means the ability to speak, use language, use words
effectively and be able to use good grammar and develop a good word or a
sentence of the person in their environment. Creativity not only contributes to
increasing students’ motivation but also promotes problem solving, a higher
order thinking skill. Creativity
in language is not only a property of especially skilled and gifted language
users, but is pervasive in routine everyday practice. Language users who
creatively design meaning are in the focus of attention, with the consequence
of interactional functions of creativity being shed light on alongside the
textual analysis of poetic form.
Language has always played a certain role in the history of psychology. According to
Stern (1983: 291) psychology can be
defined as the science of the mental life and behavior of the individual. Psychology studies the behavior , activities,
conduct, and mental processes. Since
speech is one of the features that
distinguishes man most clearly from other species, it becomes an object of
psychological enquiry. From about 1900
the objects of psychological studies paid attention to not only the learning,
memory, thinking and intelligence (the higher mental processes), but also to
the emotions, personality, psychological growth of the child, and the
measurement of individual differences. the cognitive view takes the learner to
be an active processor of information (see Ausubel et al., 1978). Learning and using a rule require learners to
think, that is, to apply their mental powers in order to distil a workable
generative rule from the mass of data presented, and then to analyze the
situations where the application of the rule would be useful or
appropriate. Learning, then, is a
process in which the learner actively tries to make sense of data, and learning
can be said to have taken place when the learner has managed to impose some
sort of meaningful interpretation or pattern on the data. This may sound complex, but in simple terms
what it means is that we learn by thinking about and trying to make sense of
what we see, feel and hear. (Hutchinson & Waters, 1987 : 43).
There are two ways to conceive of how thoughts are communicated
from one person to another. The first way is through the use of strict coding
and decoding, (such as is used with Morse code). In this approach the
speaker/author encodes their thoughts and transmits them to their audience. The
audience receives the encoded message and decodes it to arrive at the meaning
the speaker/author intended. This can be visualized as follows:
Speaker's thought/intention ⇒ encoded
⇒ transmitted ⇒ decoded
⇒
intention/thought understood.
Uncovering some of the most common misconceptions about
the field. Language as a general
phenomenon and took a look at English in particular. The relevance of
linguistics to education professionals, specifically primary and secondary school
teacher.
Sources:
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