From English Language Teaching to Psycholinguistics: A Story of Three Decades (original) (raw)

Psycholinguistics in Language Teaching: Current Vision

2020

A sa result of the vertiginous advance of sciences and the development of information technology, over the last three decades a multidisciplinary trend has been generated, which has allowed the integration of research designs that were previously far from fundamentality and methodology. This approach has allowed various disciplines to create possible methodological bridges between each other, thus facilitating the understanding of different phenomena. In relation to applied linguistics, in the sphere of language teaching there has been similar changes, which has led to a change of paradigms, with generative linguistics and cognitive psycholinguistics, being the most outstanding ones. The psycholinguistic model of language teaching is based on a set of multidisciplinary studies, which respond to the fundamentally objective methodological requirements – from the controlled manipulation of covert behaviors and intervening variablesto an evidence-based practice. In this article, a gener...

The need to study Psycholinguistics

In this paper, I have tried to study the relation between Psychology and Linguistics by analysing their inter-relation and looking at the various significant fields and studies that have emerged because of and that come under Psycholinguistics.

Psychology and linguistics

In this section of the Web Guide the relationship between psychology, and linguistics is considered with respect to learning and teaching. The main questions adressed are: what linguistics does a psychologist need to know and why?

From Problems of Language and Mind to Psycholinguistics: An Overview of Courses

Facta Universitatis: Series Linguistics and Literature, 2021

The paper aims to provide an overview of the development and changes in the courses at the Department of English in Niš, at the BA and MA level, as well as at the PhD level (in philology, Faculty of Philosophy, Niš), related to different linguistic approaches to the study of meaning (construction) and human cognition. These courses included in the curricula were initially influenced by the ideas stemming from the philosophy of mind and cognitive linguistics, and later by psycholinguistic research. We begin the paper with the general overview of the courses and we emphasize the main contributions to their development. Then we address in more detail some of the most important theoretical concepts which include the following: meaning construction, categorization, context, and a general overview of the main ideas in cognitive linguistics and psycholinguistics. We also stress the benefits of such a comprehensive approach for the students, and the thereby presented possibilities for further investigation.

Report on Doctoral Seminars in Psycholinguistics

The field of Psycholinguistics is receiving a considerable amount of attention due to its applicability in Applied Linguistics, as it is relates to the language learning process. In order to be able to able to determine how language is acquired and produced, it is necessary to understand the origins of language and those factors that play an important part in its development. Bearing in mind the above, this present work seeks to report on issues addressed in the curricular unit DCL 006 - Psycholinguistics I, one of the courses offered in the PhD Programme in Language Sciences/Language Didactics of the University of Porto, Portugal. A brief discussion ensues on important themes, materials and information presented during the course seminars, with a view to shedding light on the necessity of psycholinguistic study for language development, acquisition and production. Keywords: psycholinguistics, language, language development, language acquisition, language production, speech.

Psycholinguistics: the key concepts

System, 2005

monolingual children. We were not told, however, whether and in what way the childrenÕs L1 was affected by their L2. Indeed, I had expected a fuller and in-depth coverage of this issue not just because it is one of the main objectives of this book, but also because it has a direct consequence for all those concerned with institutionalized L2 teaching and learning including policy makers, language planners, syllabus designers, parents, and language teachers. These people would want to know, for example, when it is best to introduce an L2 in the classroom, and why? What effect would the L2 have on the childrenÕs L1: positive (facilitative/enhancing), negative or harmful, or essentially no effect? If there is an effect, what aspect(s) of the L1 would be affected most? In what way? These questions are very important when we know that many countries in the world are now contemplating the introduction of L2 instruction in public schools at a younger age than they had previously done. Overall, this remains the first major attempt to explore the effect of L2 on L1 in depth. The 13 chapters were written by experts who used a variety of approaches that resulted in a broad range of contributions. The breadth of the contributions in terms of languages, countries, approaches, theories, and aspects of language covered means that the volume relates to most courses in SLA or bilingualism. The readership of the book will therefore include SLA and bilingualism researchers as well as students and language teachers around the world.

EXPLORING PSYCHOLINGUISTICS: BASICS FOR BEGINNERS

PALarch, 2021

This study aims at exploring the concept of psycholinguistics. It focuses on the core concepts used in the scope of the field, which is important to a beginner to fully appreciate. It gives an overview of psychology and linguistics in a nutshell, investigating the concept of multidisciplinary nature of psycholinguistics, mind, brain, language and learning from three perspectives: behaviorism, mentalism and interactionism. This study adopted qualitative methodology as paradigm and close reading as strategy. Moreover, the sources were purposively selected. It finds out answers to the questions: "What is mind?" and "What is language?" Moreover, it also comes up with a set of recommendations.