Linguistic Imagination and Its Relationship to Verbal and Imagery Thinking Styles among Students of the Arabic Language Department in Colleges of Basic Education
DOI:
https://doi.org/10.36302/irj.v20i41.951Keywords:
Linguistic Imagination, Verbal and Imagery Thinking, Students of the Arabic Language DepartmentAbstract
Abstract:
The present study aims to identify the correlational relationship between linguistic imagination and the two thinking styles (verbal and imagery) among students of the Arabic Language Department in Colleges of Basic Education. The researcher adopted the descriptive approach due to its suitability to the nature of the study. The research population consisted of students of the Arabic Language Department in Colleges of Basic Education in Iraq for the academic year (2025–2026). The research sample comprised (504) male and female students from the Arabic Language Department, College of Basic Education, Al-Mustansiriyah University.To achieve the objective of the study, the researcher developed a test to measure linguistic imagination skills consisting of (20) items. In addition, Al-Taie’s Scale (2018) was adopted to measure the two thinking styles (verbal and imagery). After verifying the psychometric properties of both instruments in terms of validity and reliability, they were administered to the research sample. The collected data were statistically analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that students of the Arabic Language Department possess a statistically significant level of linguistic imagination skills among both verbal-style and imagery-style thinkers, as the calculated means exceeded the hypothetical means for all skills. However, students with the verbal thinking style demonstrated a higher level of linguistic imagination than those with the imagery thinking style. The results also indicated the existence of a positive and statistically significant correlation between linguistic imagination skills and both verbal and imagery thinking styles. This suggests that the development of linguistic imagination is associated with the cognitive style adopted by students in processing information and ideas.
