An argument is a valid product of argumentative reasoning consisting of at least one claim and one premise. It is the process by which many claims are offered based on premises and one reaches a conclusion that is relevant and provides good grounds. Argumentation is the process by which arguments are dialogically and dialectically constructed.
Logic is the science that we use to explain or represent a consistent argument about a particular topic. Everyone argues their position at one time or the other and may choose to do so in various manners. However, a logical argument follows certain guiding principles or procedures in hope of arriving at a desired conclusion which is cogent and rationally acceptable. The ultimate goal is to present an idea that is both consist and coherent.
A logical argument follows a certain order. It starts with a proposition and ends with a conclusion. A proposition is the starting point of an argument or the statement that one is trying to prove. It is the equivalent of a hypothesis.
The premise is the statement or statements that follow the proposition. The premise is basically one’s evidence or reasons used to justify the proposition. Just like scientists must do tests and observations to prove that the hypothesis is true or false, a logical argument must present premises to prove that it is sound. The argument's inference is based on one’s premise or evidence, and one may discover new statements. This is the process of using evidence to discover new propositions. After completing the cyclic process of stating our proposition and presenting premises or evidences that may lead us to new propositions, then we will arrive at a conclusion.
Need and Significance of Study
Teaching has gone a long way from the traditional lecturer-listener system to a more interactive experiential endeavour. Today, teachers are not just lecturers, but guides; students are not just listeners but co-explorers of knowledge. Education has become more interactive and experiential for both the parties. In the present era information resources are available equally to the teacher and learner and both collaboratively create new knowledge. Therefore in the present scenario we need students who have higher order language skills and logical reasoning especially at the graduate level. The present curriculum warrants active participation from the part of the students and one of the most important components of learning in college is academic discourse, which requires argumentation and debate. But these days argumentation and debate inevitably lend themselves to flawed reasoning and rhetorical errors. Many of these errors are considered logical fallacies. Logical fallacies are commonplace in the classroom. In is at this juncture logical argumentation gains significance in teaching and learning. The most immediate and obvious benefit of logical argumentation is that it will improve the quality of the arguments one use. When one create logically unsound arguments, you are much less likely to convince people that one have a valid point to make, or get them to agree with you.
As the need for logical argumentation in developing higher order language skills can be justified, it becomes inevitable that one teach the students on how an argument should and should not be presented so that it will be easier to un-muddle the ideas and reform them into a stronger pattern.
Another pertinent aspect in language development is that the students must develop the ability to think logically and inferentially about language and develop different skills for auditory and reading comprehension. The ability to understand complex sentence structure, the ability to obtain the main idea and details as well as understanding figurative language, making predictions and inferences play a crucial role in the skills needed for auditory and reading comprehension. These skills can be developed if one involves the students in direct use of the language and argumentation is one effective means. Hence the investigators attempted a study on the effectiveness of logical argumentation in enhancing higher order language skills and logical thinking.
Objectives of The Study
- To prepare lesson transcript based on logical argumentation for graduate students
- To test the effectiveness of Logical Argumentation for enhancing higher order language skill of language students at college level
- To test the effectiveness of Logical Argumentation for enhancing logical thinking of language students at college level
Logical Argumentation
An argument is the process by which one explains how a conclusion was reached. Logic is the science that we use to explain or represent a consistent argument about a particular topic. Everyone argues their position at one time or the other and may choose to do so in various manners. However, a logical argument follows certain guiding principles or procedures in hopes of arriving at a desired conclusion. The ultimate goal is to present an idea that is both consist and coherent.
Higher Order Language Skills
Higher level language refers to skills that go beyond basic language abilities. Examples of tasks that require higher level language skills are those that require you to use language to:Reason,Provide explanations,Make predictions,Problem solve,Look at things from another person’s perspective and Recognise the difference between literal and non-literal language
Logical thinking skill
Logical Thinking. The ability of an individual to think in a disciplined manner or base his thoughts on facts and evidence is known as his logical thinking skills. Very simply, logical thinking skills mean incorporating logic into one’s thinking process whenever analyzing a problem on order to come up with a solution.
Methodology of the Study
Investigators adopted Experimental method for the study .Selected 90 Graduate students for the study .45 were grouped as experimental group and others control group.Pre Test on higher order language skill was given to both groups .Scores were tabulated . Experimental group was treated with Logical Argumentation and control group with Lecture Method .After the treatment again the same test was administered as Post Tests and scores were tabulated .
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Since the investigator selected non – equivalent intact class group as it is inconvenient to sort out students into different equated groups, so it is necessary to analyze the data using statistical technique, Analysis of Co – variance (ANCOVA) in which the difference in the initial status removed statistically. Before proceeding to ANCOVA, ANOVA was done and the F ratio for the Pre Test and Post Test was computed.
The obtained F ratios were tested for significance. The obtained Fx value (Fx = 0.34, df (1, 88), p > .05) is not significant at .05 level of significance. It implies that there exists no significant difference in the Pre Test higher order language skills scores for students of experimental and control groups. The obtained Fy value (Fy = 72.93, df (1, 88), p < .01) is significant at .01 level of significance. It revealed that there is significant difference in the Post Test Higher Order Language Skills scores for students of experimental and control groups.
The obtained Fyx ratio was tested for significance and found that it is significant at .01 level of significance as the obtained Fyx (Fyx = 75.91, p < .01) is significant at .01 level of significance. It is clear from the result that the final means differ significantly after they have been adjusted for initial difference on Pre Test. Hence it can be concluded that Logical Argumentation is more effective than Lecture Method for enhancing higher order language skillsstudents at graduate level
The adjusted means of Post Test Higher Order Language Skills scores for students of experimental and control groups were computed. The difference between the adjusted Post Test scores was tested for significance.
It is clear that the calculated value of t (t = 8.71, p < .01) is significant at .01 level of significance. It indicated that the students of experimental and control groups differ significantly in their Post Test Higher Order Language Skills scores as they were adjusted to Pre Test scores. It is also clear that the mean scores of Post Test Higher Order Language Skills scores for students of experimental group (M = 67.57) is significantly higher than that of control group (M = 57.18). it leads to the inference that Logical Argumentation is effective for enhancing higher order language skills of students at graduate level.
The obtained F ratios were tested for significance. The obtained Fx value (Fx = 1.38, df (1, 88), p > .05) is not significant at .05 level of significance.It implies that there exists no significant difference in the pre test scores of logical thinking skill of students of experimental and control groups. the obtained Fy value (Fy = 9.49, df (1, 88), p < .01) is significant at .01 level of significance. It revealed that there is significant difference in the post test scores of logical thinking of graduate students of experimental and control groups.
The adjusted sum of squares for post test scores was computed and the F – ratio was calculated. The summary of ANCOVA of post test scores of logical thinking of students in experimental and control groups.
The obtained Fyx ratio was tested for significance and found that it is significant at .01 level of significance as the obtained Fyx (Fyx = 10.26, p < .01) is significant at .01 level of significance. it is clear from the result that the final means differ significantly after they have been adjusted for initial difference on pre test.
The adjusted means of post test scores of experimental and control groups were computed. The difference between the adjusted post test scores was tested for significance. The data for adjusted means of post test scores of students in the experimental and control groups.
It is clear that the calculated value of t (t = 3.20, p < .01) is significant at .01 level of significance. It indicated that the students of experimental and control groups differ significantly in their post test scores of logical thinking as they were adjusted to pre test scores. It is also clear that the mean scores of post test scores of logical thinking of students of experimental group (M = 40.10) is significantly higher than that of control group (M = 36.34). It leads to the inference that logical argumentation is effective on enhancing logical thinking of students at graduate level.
- The prepared logical argumentation material is effective in enhancing higher order language skills
- Logical argumentation is effective in enhancing logical thinking skill of students at graduate level
- The study also revealed that logical argumentation is an effective way to promote interest in learning
Conclusion
The study conclusively revealed that logical argumentation is highly effective in enhancing higher order language skills of graduate students .This study can be adopted in different levels of learning for enhancing not only language skills but also othe thinking skills and creativity of the learner.it will be helpful in developing listening and speaking skills of the learners
References
- Candlin,C.N,&Edelhoff,C.(1982).Challenges: teachers hand book. Harlow: Logman.
- Garrett, H>E.(1981).Statistics in Psychology and Education.Bombay:Vakils,Feffer&Simons Ltd.,pp.62-150
- David ,W. &Stockburger.(2017). Introdotory Statistics Concepts, Models, and Applications.
- www.cleverism.com/skills-and-tools/logical-thinking/
- https://www.sarahbuckleytherapies.co.uk/2016/05/higherlevel_language_skills_by_kate_saunders.html
- www.wisegeek.com/what-is-logical-reasoning.htm
- www.allmathwords.org/en/l/logicalargument.html
- www.thefreedictionary.com/logical+argument
- https://study.com/academy/lesson/logical-argument-definition-parts-examples.html
- en.wikipedia.org/wiki/Argumentation
- www.csun.edu/~hcpas003/argument.html
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