Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Modelling linguistic reasoning: a quantitative analysis of cognitive load, metaconcept use, and reasoning quality in L1 classrooms. |
| Συγγραφείς: |
Ghosh, Soumya Sankar1 (AUTHOR) soumya.sankar@vitbhopal.ac.in |
| Πηγή: |
Language & Education: An International Journal. May2026, p1-25. 25p. |
| Θεματικοί όροι: |
*Cognitive load, *Language awareness, *Curriculum planning, *Structural equation modeling, *Native language instruction |
| Περίληψη: |
AbstractThis study quantitatively analyses the relationship between cognitive load, linguistic comprehension, and reasoning quality among students in L1 classrooms. Reasoning is understood as a multidimensional construct influenced by cognitive and disciplinary factors. Utilising data from 300 secondary school students, the study employs a Linguistic Reasoning Task Battery to evaluate reasoning quality in syntax, semantics, and pragmatics. Structural Equation Modelling (SEM) is employed to examine the impact of cognitive load on reasoning quality, with linguistic comprehension functioning as a mediating variable and prior knowledge as a moderating variable. The results show that there are important connections between cognitive demands and linguistic awareness that affect how well students reason, which supports the idea of including explicit linguistic reflection in the classroom. The study emphasises the significance of linguistically enriched curricula that foster analytical thinking regarding language and provide practical guidance for teacher education and curriculum development. [ABSTRACT FROM AUTHOR] |
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