PSYCHOLINGUISTIC

PSYCHOLINGUISTICS

1. PSYCHOLINGUISTICS: IS THE STUDY OF LANGUAGE BEHAVIOUR: HOW REAL (RATHER THA IDEAL) PEOPLE LEARN AND USE LANGUAGE TO COMMUNICATES IDEAS. DEALS WITH THE STUDY OF HOW PEOPLE LEARN AND COMPREHEND THE LANGUAGE (LEARN BY COMPREHENDING) AND HOW PEOPLE USE AND PRODUCE THE LANGUAGE (USE BY PRODUCTION)

2. IS THE STUDY OF TREE MENTAL PROCESSES: - THE STUDY OF LISTENING. SPEAKING AND ACQUISITION OF THE TWO SKILL BY CHILDREN (CLARK AND CLARK) MENTAL PROCESS IS CALLING KNOWLEDGE AND MEMORY. – BASICALLY DEALS WITH THE PROCESS OF DECODING (COMPRHENDING PHONOLOGY, SYNTAX, AND MORPHOLOGY BY LISTENING AND READING) AND INCODING (PRODUCING SEMANTICS BY SPEAKING AND WRITING) AND RELATES THE TWO PROCESSES TO THE MENTAL STATES OF THE LANGUAGE USERS.

3. LANGUAGE: IS A SYSTEM OF SIGNS (SPEECH SOUND, HAND GESTURES, LETTERS) USE TO COMMUNICATE. MESSAGES.

4. HUMAN LANGUAGE: IS AN ORAL AUDITORY COMMUNICATION SYSTEM (DITENTUKAN MELALUI CULTURAL TRANSMITTED) BECAUSE: A. A  SPEAKER AND LISTENER DO NOT HAVE TO LOOK AT ONE ANOTHER. AS DO THE DEAL USING HAND GESTURES LANGUAGE. B. A SPEAKER AND LISTENER DO NOT NEED NAN INSTRUMENT: AS DO WRITERS AND READERS, WHO NEED WRITING IMPLEMENTS AND WRITTEN TEXTS RESPECTIVELY. C. ONE CAN SPEAK AND LISTEN WHILE CARRYING OUT OTHER ACTIVITIES AS LONG AS THEY DO NOT INVOLVE THEIR MOUTH AND THEIR EARS. D. SPEAKING AND LISTENING NEED LITTLE EFFORTS. E. SPEECH IS ALSO FLEXIBLE BECAUSE A VARIETY OF SOUNDS THAT CAN BE DISCRIMINATED BY A MAMMALIAN EARS ARE PRODUCED AND THEN COMBINED BY THE INTELLIGENT SPEECH ORGAN. F. GENERAL FACTORS: AGE, INTELLIGENCE, APTITUDE, COGNITIVE STYLE, ATTITUDE, MOTIVATION, AND PERSONALITY.

5. BASIC PSYCHOLINGUISTICS PROCESS:

DECODING: RECEIVING, PERCEIVING SUSPHENDING, MEMORIZING, SAMPLING, LISTENING, READING

PRIOR KNOWLEDGE: PHONEME, WORD, MORPHEME, SENTENCE, MEANING SKILLSTRATEGIES: DISCOURSE COMPREHENSION

ENCODING: PRODUCING SPEAKING AND WRITING.

6. COMPETENCE: AN INTERNAL KNOWLEDGE WHICH COULDN’T BE SEEN BUT THROUGH THE PERFORMANCE, PERFORMANCE: THE ACTUAL USE OF LANGUAGE.

7. DAILY CONVERSATION (BROWN AND YALE) A. TRANSACTIONAL: TO GET SOME INFORMATION: LECTURING, ETC. B. INTERPERSONAL: TO CREATE GOOD INFORMATION: GREETING, POLITENESS, ETC.

8. THE NATURE OF LEARNER LANGUAGE: ERRORS: THE MAIN WAY OF INVESTIGATING SLA IS BY COLLECTING AND DESCRIBING SAMPLES OF LEARNER LANGUAGE.

9. DISTINGUISHING ERROR AND MISTAKE: MISTAKE: ARE DEVIATORS IN USAGE THAT REFLECT LEARNERS’ INABILITY TO USE WHAT S/HE KNOWS OF THE TL. IT REFLECTS OCCASIONAL END SOMETIME IN PERFORMANCE. ERROR: REFLECT GAP IN A LEARNER’S KNOWLEDGE; THEY OCCUR BECAUSE THE LEARNER DOESN’T KNOW WHAT IS CORRECT. WHILE MISTAKE: REFLECT SOMETIMES END IN PERFORMANCE WHICH OCCUR BECAUSE IN PARTICULAR EXAMPLES, THE LEARNER IS UNABLE TO PERFORM WHAT S/HE KNOWS. WAY TO DISTINGUISH: A. CHECKING THE CONSISTENCY OF LEARNER’S PERFORMANCE OFTEN (ERROR) SOMETIME (MISTAKE). ASKING LEARNERS TO TRY TO CORRECT THEIR OWN INCORRECT UTTERANCE: IF THEY ARE UNABLE TO PERFORM (ERROR), IF THEY ARE ABLE TO CORRECT (MISTAKE).

10. DESCRIBING ERROR: A. CLASSIFYING ERRORS INTO GRAMMATICAL CATEGORIES. B. IDENTIFYING THE DIFFERENT KINDS OF VERBAL ERRORS IN OUR SAMPLE. OMISSION: ALLOW  OUT AN ITEM THAT IS NEEDED FOR UTTERANCE TO BE CONSIDERED GRAMMATICAL. MISINFORMATION: USING ONE GRAMMATICAL FOR IN PLACE OF ANOTHER GRAMMATICAL FORM: BIG-BIGGER. MISORDERING: PUTTING THE WORDS IN AN UTTERANCE IN THE WRONG ORDER, (THEY HELP US TO DIAGNOSE LEARNER’S PROBLEMS AT ANY ONE STAGES OF THEIR DEVELOPMENT AND TO PLOT HOW CHANGES IN ERROR PATTERN OCCUR OVER TIME).

11. EXPLAINING ERROS: THE ERROR ARE SYSTEMATIC TO A  LARGE EXTENT, PREDICTABLE TO A CERTAIN EXTENT AND UNIVERSAL. TYPR OF ERRORS: A. OMISSION: LEARNERS LEAVE OUT THE ARTICLE ‘A’ ‘AN’ AND ‘THE’ AND ALSO LEAVE THE –S OF PLURAL NOUNS. B. OVERGENERALIZATIONS ERRORS: THE USE OF ‘EATED’ AND “ATE’ C. TRANSFER ERROR: ERROR WHICH REFLECT LEARNERS’ TRY TO MAKE USE OF THEIR L1 KNOWLEDGE.  

12. ERROR EVALUATION: IT IS NEEDED WHERE THE PURPOSE OF THE ERROR ANALYSIS IS TO HELP LEARNERS LEARN AN L2. KINDS OF ERROR: GLOBAL ERROR: VIOLATE THE OVERALL SENTENCE STRUCTURE AND THUS MAY MAKE IT DIFFICULT TO PROCESS: WORD ORDER ERROR. LOCAL ERROR: AFFEVT SINGLE ELEMENTS IN A SENTENCE (E.G. VERB) AND PERHAPS LESS LIKELY TO CREATE ANY PROCESSING PROBLEMS.

13. VARIABILITY IN LEARNER LANGUAGE: 1. LINGUISTIC CONTEXT: THE LANGUAGE THAT : SURROUND A PARTICULAR GRAMMAR FEATURE AND WHICH MAY INFLUENCE THE PARTICULAR FROM A LEARNER CHOOSES TO USE. 2. SITUATIONAL CONTEXT: THE ACTUAL SITUATIONS IN WHICH COMMUNICATION TAKES PLACE. IN THIS CASE, LEARNERS ARE NO DIFFERENT FROM NATIVE SPEAKER WHEN NATIVE SPEAKER OF ENGLISH ARE TALKING TO FRIENDS, THEY TEND TO SPEAK INFORMALLY, USING COLLOQUIAL EXPRESSIONS. 3. PSYCHOLINGUISTICS CONTENT: WHETHER LEARNER HAVE THE OPPORTUNITY TO PLAN THEIR PRODUCTION. THE ASPECTS OF THE CONTEXT IN WHICH INFLUENCE THE EXTENT TO WHICH LEARNERS ARE ABLE TO PLAN OR SELF CORRECT WHAT THEY SAY/WRITE.

14. INTERLANGUAGE (SLINKER): SYSTEMATIC KNOWLEDGE OF AN L2 THAT IS INDEPENDENT OF BOTH THE TL AND THE LEARNER’S TL. LEARNING THEORIES: 1. BEHAVIORIST LEARNING THEORY: - VIEWS ALL LEARNING AS THE INFORMATION OF HABITS THROUGH ENVIRONMENTAL SIMULATION. THUS, HABIT IS A STIMULUS RESPONSES CONNECTION (S-R) – CHILDREN RECEIVED LANGUAGE THROUGH S-R AND THROUGH REINFORCEMENT. – LEARNERS IMITATE MODEL OF CORRECT LANGUAGE AND RECEIVE POSITIVE REINFORCEMENT IF THEY ARE CORRECT AND NEGATIVE IF THEY ARE INCORRECT. 2. MENTALIST LEARNING THEORY: - IT EMPHASIZES THE LEARNERS’ INTRINSIC CAPACITY FOR ACQUIRING A LANGUAGE (CHILDREN DEVELOP LINGUISTIC COMPETENCE, BECAUSE EVERY NORMAL CHILD HAS A COMPETENCE) – ONLY HUMAN BEINGS ARE CAPABLE OF LEARNING LANGUAGE. – THE HUMAN MIND IS EQUIPED WITH A FACULTY FOR LEARNING LANGUAGE (LANGUAGE ACQUISITION DEVICE/LAD). THIS SEPARATE FROM THE FACULTIES RESPONSIBLE FOR OTHER KINDS OF COGNITIVE ACTIVITY: LOGICAL REASONING. – LAD IS THE PRIMARY DETERMINANT OF LA. – INPUT IS NEEDED ONLY TO FIRST THE OPERATION OF THE LAD.

15. CONCEPTS OF INTERLANGUAGE: 1. THE LEARNERS CONSTRUCT A SYSTEM OF ABSTRACT LINGUISTIC RULES WHICH UNDERLIES COMPREHENSION AND L2 PRODUCTION ABSTRACT LINGUISTIC RULES IS ALSO CALLED AS MENTAL GRAMMAR OR INTERLANGUAGE. 2. THE LEARNERS GRAMMAR IS PERMEABLE (INFLUENCE FROM THE OUT AND INSIDE)E.G: OMISSION, OVERGENERALIZATION, TRANSFER ERROR. 3. THE LEARNERS’ GRAMMAR IS TRANSITIONAL, THE LEARNER CHANGE THEIR GRAMMAR FROM ONE TIME TO ANOTHER BY ADDING RULES. DELETING RULES AND RECONSTRUCTINMG THE WHOLE SYSTEM, E.G: PAINY-PAINTING-PAINTED. 4. THE SYSTEM, WHICH LEARNERS CONSTRUCTION VARIABLE RULES. 5. LEARNERS EMPLOY VARIOUS LEARNING STRATEGIES TO DEVELOP THEIR INTERLANGUAGE (THE DIFFERENT KIND OF ERRORS LEARNERS PRODUCE, REFLECTS THE DIFFERENT KIND OF THEIR LEARNING STRATEGIES) 6. THE LEARNERS GRAMMAR IS LIKELY TO FOSSILIZE.

16, PSTCHOLINGUISTIC ASPECTS OF INTERLANGUAGE: 1. L1 TRANSFER: THE PROCESS BY WHICH THE LEARNER’S L1 INFLUENCES THE SLA. A. NEGATIVE TRANSFER/INTERFRENCES: LANGUAGE TRANSFER THAT RESULT IN ERRORS. B. POSITIVE TRANSFER: LANGUAGE TRANSFER THAT FACILITIES THE ACQUISITION OF TARGET LANGUAGE FORMS.  2. PROCESSING OPERATION: MECHANISMS THAT BLOCK LEARNERS’ ABILITY TO PERFORM THE TRANSFORMATION INVOLVED IN DIFFERENT GRAMMATICAL STRUCTURE. E.G PRODUCE, W-H QUESTION WITH INVERSION.A. CONONICAL STRATEGY: BLOCK THEM FROM INTERRUPTING THE BASIC S-V-O WORD ORDER. B. INITIALIZATION/FINALIZATION STRATEGY: ENABLES THEM TO MOVE ELEMENTS AT THE END OF A STRUCTURE TO THE BEGINNING AND VICE VERSA BUT BLOCK THEM MOVING ELEMENTS WITHIN A STRUCTURE. C. SUBORDINATE CLAUSE STRATEGY: PERMITS MOVEMENT OF ELEMENTS WITHIN. 3. COMMUNICATION STRATEGY: - HOW LEARNERS DEVELOP THEIR INTERLANGUAGE WHICH PROCESS RESPONSIBLE FOR LEARNERS’ ERROR. – IT REFLECT THE LEARNER’S DEVELOPMENT STAGE.

17. COMPUTATION MODEL OF SLA: INTAKE           INTAKE               L2 KNOWLEDGE                OUTPUT

1. INPUT: IS THE SAMPLE OF ORAL AND WRITTEN LANGUAGE LEARNERS IS EXPOSED WHILE LEARNING OR USING A PARTICULAR L2. INTAKE: IS THE PORTION OF THE INPUT THAT LEARNERS ATTEND TO AND TAKE IN SHORT TERM MEMORY. 2. THE LEARNER IS EXPOSED TO INPUT, WHICH IS PROCESSED IN 2 STAGES: - PARTS OF IT ARE ATTENDED TO AND TAKEN INTO SHORT TERM MEMORY INTAKE. – SOME OF THE INTAKES ARE STORED INTO LONG TERM MEMORY AS L2 KNOWLEDGE. 3. THE PROCESSES RESPONSIBLE FOR CREATING INTAKE AND L2 KNOWLEDGE ONE WITHIN THE BLACK BAR OF THE LEARNER’S MIND. WHERE THE LEARNER INTERLANGUAGE IS CONSTRUCTED. 4. L2 KNOWLEDGE IS USED BY LEARNER TO PRODUCE SPOKEN AND WRITTEN (LEARNER LANGUAGE).

18. ROLES OF OUTPUT IN SLA:- IT CAN SERVE A CONSCIOUSNESS RAISING FUNCTION BY HELPING LEARNERS TO GAPS IN THEIR INTERLANGUAGE. – IT HELPS THE LEARNERS TO TEST HYPOTHESIS. – IT IDENTIFIES PROBLEMS WITH THEIR LANGUAGE ACQUISITION AND DISCUSSES WAYS WHICH THEY CAN BE PUT RIGHT.

19. INDIVIDUAL DIFFERENCES IN SLA: A. LANGUAGE APTITUDE: THE SPECIAL ABILITY THAT PEOPLE HAVE IN VARYING DEGREE FOR LEARNING L2. (JOHN CARROLL) LANGUAGE APTITUDE COMPONENTS: 1. PHONEMIC CODING ABILITY: TO IDENTIFY THE SOUNDS OF A FL. SO THAT THEY CAN BE REMEMBERED LATER SOUND ‘TH’ 2. GRAMMATICAL SENSITIVITY: TO RECOGNIZE THE GRAMMATICAL FUNCTIONS WORDS IN SENTENCES: S. V AND O OF A SENTENCE. 3. INDUCTIVE LANGUAGE LEARNING ABILITY: TO IDENTIFY PATTERN CORRESPONDENCE AND RELATION BETWEEN FORM AND MEANING. E.G: ‘TO” (DENOTE DIRECTION) AND “AT” (CAN DENOTE LOCATION). 4. ROTE LEARMING ABILITY: TO FORM AND REMEBER ASSOCIATON BETWEEN STIMUI.

20. LEARNER WHO GOT SCORE HIGHLY IN APTITUDE TEST. TYPICALLY LEARN RAPIDLY AN ACHIEVE HIGHER LEVELS OF L2 PROFICIENCY THAN THE LEARNER WHO OBTAIN THE SCORES.