In general semantics, S. I. Hayakawa (1985) introduced the concept of “the ladder of abstraction” (pp. 172-173), which he explained as the ability to go up and down the ladder, had had a great influence on the power to understand, think, and express one’s opinion. The Society of Child Language has also insisted on the importance of cultivating the ability of abstract thinking. However, seeing my students in the classroom, I have to say that the ability has not been widely understood, and believe that we should do more help our students develop it. I think the ability to go up and down “the ladder of abstraction” consists of two abilities. They are the ability to tell whether what students read, which may be a word, a sentence, or a paragraph, is abstract or concrete and the ability to abstract it and to concretize it. In this study, in order to help students acquire the ability to move between abstract and concrete ideas, I took several approaches. First, I had students systematically develop over an academic year from words to sentences, then to paragraphs. Secondly, I had them constantly study for regular tests. Thirdly, I had the students on their own without help from me read and find examples of abstract ideas and concrete ideas in paragraphs. Then, I gave them an opportunity to apply the experience by including both abstract and concrete ideas in their presentations. The present study finally discussed the effectiveness of the sequence of these approaches.
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