CRITICAL THINKING AND WRITTEN SPEECH: A METHODOLOGICAL ANALYSIS OF DICTATION, ESSAY WRITING AND REPRODUCTION EXERCISES
Keywords:
critical thinking, written speech, dictation, essay, reproduction exercises, cognitive processes, metacognitive monitoring, linguodidactics, semantic analysis, argumentative thinking, teaching methodology, inference, logical operations, written competence, reflective control.Abstract
This article provides a scholarly theoretical analysis of the integration between the mechanisms of critical thinking and both traditional and innovative educational technologies aimed at developing written speech. Dictation, essay writing, and reproduction (retelling) exercises are conceptualized as strategic pedagogical tools that enhance students’ semantic processing, inference generation, construction of argumentative structures, and metacognitive monitoring. The study interprets the cognitive, constructive and communicative components of written speech, as well as the logical operations involved in critical thinking — analysis, synthesis, evaluation, deduction and reflective control — and explains their application in the learning process. The structural and functional capacities of dictation, essay and reproduction exercises are re-evaluated within the framework of contemporary linguodidactics, cognitive psychology and educational methodology, with their real effectiveness in developing higher-order thinking skills being substantiated by scientific evidence.
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