psycholinguistics and foreign language teaching

Psycholinguistics & Foreign language teaching

Presented by Group 4

Members of Group 41, Nguyễn Ngọc Phương Anh2, Bùi Thị Mai Hương3, Đào Hồng Hà4, Trần Xuân Hào5, Bùi Văn Điệp

Content1, Definitions of linguistics

2, Key concepts of psycholinguistics

3, First language acquisition (FLA)

4, Second language learning ( SLL)

5, The similarities & differences between FLA &

SLL

1, Definitions of Psycholinguistic

1, Definitions of Psycholinguistic • The field of Psycholinguistics, or the psychology of language,

is concerned with discovering the psychological processes that make it possible for humans to acquire and use language.

Jean Berko Gleason, Psycholinguistics, 1993

• Psycholinguistics is the branch of cognitive psychology that studies the psychological basis of linguistic competence and performance.

WordNet 3.0, Farlex clipart collection. Princeton University, Farlex Inc, 2003-2012

• Psycholinguistics is defined traditionally as the study of human language, language, language comprehension, language production and language acquisition.

Evelyn Marcussen Hatch, Psycholinguistics (1983:1)

1, Definitions of Psycholinguistic

2, Key concepts of psycholinguisticsPsycholinguistics is the branch of cognitive psychology that

studies the psychological basis of linguistic competence and performance

In “Beginning Concepts, 15” according to Eva Fernández and Helen Cairns:

Linguistic competence Linguistic performance

The knowledge about language that is in a person’s brain or mind. (Grammar and Lexicon). It provides a system for pairing sound and meaning.(The linguists are concerned with this)

The use of such knowledge in the actual processing of sentences, by which we mean their production and comprehension.

(The psycholinguists are concerned with this)


• Psycholinguistics is defined traditionally as the study of human language, language, language comprehension, language production and language acquisition.

Evelyn Marcussen Hatch Psycholinguistics (1983:1)


2.1.Language Processing:


2.2.Language Acquisition:


2.2.NeurolinguisticsNeurolinguistics is the study of how language

is represented in the brain: that is, - how and where our brains store our

knowledge of the language that we speak, understand, read, and write,

- what happens in our brains as we acquire that knowledge,

- what happens as we use it in our everyday lives.

http://www.linguisticsociety.org


3.1. Definition: Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. Language acquisition usually refers to first language acquisition, which studies infants’ acquisition of their native language during the first 6 or 7 years of one's life (roughly from birth to the time one starts school).


3.2. Characteristics: -It is an instinct. -It is very rapid. -It is very complete. -It does not require instruction.


3.3. Stages: 3.3.1. Pre-speech/Pre-linguistic stagesa. Cooing stage: -During first 4 months-Cry = produce some soundsb. Babbling stage: -Begins at about the 5th months of age. -Indiscriminate utterance of speech sounds.-Many native speech sounds may be absent, some are naturally harder to pronounce like /r/, /th/. -Very few consonant clusters and repeated syllables are common.


3.3. Stages: 3.3.2. Linguistic stagesa.One-word stage: -From about nine months of age-The production of actual speech signs. -The first 50 words tend to be names of important persons, greetings, foods, highlights of the daily routine such as baths, ability to change their environment-give, take, go, up, down, open. There are two patterns in child word learning:- Referential: names of objects.- Expressive: personal desires and social interactions (bye-bye, hi, good, etc.)


3.3. Stages: 3.3.2. Linguistic stagesb. Two-word stage: -From about 20 months of age -Different combinations of word order:

+ S-V: Mary go. + V-modifier: Push truck. + Possessor-possessed: Mommy sock.


3.3. Stages: 3.3.2. Linguistic stagesc. Multiple-word stage: -From two and a half years -Sentences of several words. -Overextension of a pattern: go--goed; good--gooder. -Between about two years and two and a half years of age, a child’s expressions become more complex. Utterances contain several words representing single clauses. -By the age of 4, most children are able to:

+ Ask questions+ Give commands+ Report real events+ Create stories


3.4. First language acquisition theories: 3.4.1. Behaviourism•Main figure: B. F. Skinner, Verbal Behavior (1957) - An effective language behavior = production of correct responses to stimuli- Two types of verbal responses: + Verbal behavior that is reinforced by the child receiving something it wants: Language is a “conditioned behavior”: the stimulus response process:

Stimulus -> Response -> Feedback -> Reinforcement E.g.: If a child says “want milk” and a parent gives his some milk, the response is reinforced and over repeated instances is conditioned.

+ Verbal behavior caused by imitating others: Traditional behaviorists believe that language learning is the result of imitation, practice, feedback on success and habit formation.


3.4. First language acquisition theories: 3.4.1. Behaviourism•Counter Arguments - Children often make grammatical mistakes that they couldn't possibly have heard: Cookies are gooder than bread. Bill taked the toy. We goed to the store.- Children behave as efficient linguists: they form linguistic rules and apply them by generalization. The over-generalization process does not occur in adult’s speech and this is another proof against the hypothesis of imitation. - If children could only learn a language by imitating sounds, they were only able to use words and sentences that they have heard before. However, babies and toddlers use real words and structures to create new words. As a result of this, researchers came to the conclusion that babies have the ability to acquire language from birth on.


3.4. First language acquisition theories: 3.4.2. Innatism•Main figure: Noam Chomsky - Children are biologically programmed for language. - Language acquisition device (LAD) = principles which are universal to all human languages - Universal Grammar (UG): If children are pre-equipped with UG, what they have to learn is the ways in which their own language make use of those principles- Language develops in a similar way, on similar schedule- All children exposed to language, regardless of environmental factors and differences in intelligence, are able to acquire very complex grammars at a very early age. - Certain aspects of language structure seem to be preordained by the cognitive structure of the human mind.


3.4. First language acquisition theories: 3.4.2. Innatism•Counter Arguments: It is clear that children don’t learn language through imitation alone, this does not prove that they must have an LAD – language learning could merely be through general learning and understanding abilities and interactions with other people.


3.4. First language acquisition theories: 3.4.3. Interactionism•Main figure: Jerome Bruner-The role of linguistic environment in interaction with the child innate capacities in determining language development. -Language develops as a result of interplay between the human characteristic of the child and the environment. -Language acquisition supporting system (LASS)-Child-directed speech (CDS): modified interaction


3.4. First language acquisition theories: 3.4.3. Interactionism•Limitations: These theories serve as a useful corrective to Chomsky's early position and it seems likely that a child will learn more quickly with frequent interaction. However, it has already been noted that children in all cultures pass through the same stages in acquiring language. We have also seen that there are cultures in which adults do not adopt special ways of talking to children, so CDS may be useful but seems not to be essential.

4. Basic psychological factors affecting L2 learning• Intellectual processing, memory, and motor

skills are the basic psychological factors affecting L2 learning.

Intellectual processing

• Explication • Induction • Usually in our common teacher practice, we observe that

the rules and structures of L2 are explained to a learner. It is done either in his/her (learner’s) L1 or L2 and he/she has to apply these rules in the L2. The explanation in the target language (L2) is usually given to more advanced L2 learners.

Explication• It’s important to state that not all the language features can be

learned entirely by explication. Language is always undergoing changes and not all the rules have been written down or have been completely explained in grammar books. (Also some common topics as English tenses or articles, prepositions, etc. are still topics for discussion in linguistic journals.)

• When you are using the method of explication, you should be aware that it’s a method that is rarely applicable to young children. (Some of you, who are already parents, or teachers of small children, will probably know that.) Young children learn language (their L1) by the process of induction, mostly. Parents, who will try to use the method of explication, will probably fail, as in the following example:

Example• “ Parents do not even attempt to explain a relatively

simple rule morpheme rule, like that one of the plural. You do not hear a parent saying: ‘Now, Mary, to make the plural of “dog” you add a “z” sound to the end of the word, while with “duck” you add an “s” sound. You do this, Mary, because the last sound of “dog” has a voiced consonant and the last sound of “duck” has an unvoiced one!’” (Steinberg, 2001, p. 170).

Do you find the previous example amusing?• There are many syntactic rules, some are simple, others

complex. Some of them may be so complex and abstract that few people other than students of linguistics (and sometimes not even them) can understand them (or use them correctly). Studies done by various researchers (Hammerly, 1975; Robinson, 1996; both in Steinberg, 2001,p. 171) proved that explication seemed to work better for simple rules, whereas induction (implicit instruction) was better for complex rules. Learning rules by self-discovery is the essence of the process of induction.

• What do you think?

What do you think?The learner remembers what he/she heard, must analyze

the information and figures out the rule that underlines that speech. Once that person discovered “the rule”, he/she tries to see how or if this rule applies in other cases.

MemoryCrucial for language learning If the person has suffered from memory impairment, he/she

won’t be able to learn his/her L1 (and much less L2) because learning of L2 words requires memory. The learner of L2 has to be able to link the sound /written representation of the word with its meaning. Such connection between the form and meaning is absolutely arbitrary (with the exception of onomatopoeic words); thus the word for the man’s best friend is “dog” in English, “perro” in Spanish, “Hund” in German, “chien” in French, “pes” in Czech, “sabaka” in Russian, etc.

Memory Memory is crucial for learning grammatical structure and

rules, and it is only through the memory that a learner can accumulate the vast amount of speech and relevant information.

For some of this linguistic information, the learner needs time to process it, and further on, to use it independently.

When does the decline in memory start?• According to some researchers, around 8 years of

age some decline in memory begins, and progressing with more decline from about 12 years of age. Thus we can say children under 7 have better memory than children 7-12. Young children (under 7) tend to rely more on memory than older children but older children began to apply their cognitive abilities in analyzing the syntactic rules of L2. One possible suggestion, or interpretation of the phenomenon could be the presumption that older children in L2 perform syntactic analyses relatively soon because they have realized that they have problems memorizing all the sentences they have heard; in that way their mental processing in L2 is being speeded.

Short term memory, some interesting investigations• Some interesting findings, results of the research on short-

term memory, seem to prove that this type of memory increases up to the age of 15 (Hunter, in Steinberg, 2001, p. 174) Other interesting research (Cook, in Larsen-Freeman, 1992, p. 202) found that adults were able to apply their memory better than children in many classroom learning situations but this was not valid all the time.

Adults/children (investigations)• They outperform children on language tasks because they can develop certain

language learning strategies that children cannot.• Memory seems to begin its sharpest decline around the age of puberty (due to

some changes in the brain). L2 learning becomes more difficult for 15-20-year-old than for 5-10-year-old (for the short-term memory). However, previously acquired long-term memories remain intact. It’s in the L2 (new learning) where a problem with older adult begins. Nevertheless, such problems cannot be attributed exclusively to the decline in memory ability, it goes together with the question whether the adults continue to engage in higher thinking and analysis or not. If they remain intellectually active, there is no reason to think they would not be able to master L2 structures. Yet, there are indicators that L2 learning in a classroom situation becomes more difficult with age.

Motor Skills• Good pronunciation is clearly part of learning a foreign

language. • The better our pronunciation, the better is our chance to

communicate with others. • Motor skills is a term which psychologists use to describe the

use of muscles in performing certain skills. It applies to more general skills, and for speech production, we utilize the articulators of speech. These include: the mouth, lips, tongue, vocal cords, hard and soft palates, etc., which are controlled by muscles (and they are subsequently controlled by the brain). The articulators of speech have to perform certain movements and positions so that the sound is produced correctly.

When does the general decline of our motor skills start?Around the age of 12 years or so. The reason for such decline in fine control of muscles of

the body is yet unknown, but it could be caused by changes in the brain, mainly by the loss of its plasticity. A number of studies, and also our experience in teaching practice, confirm that the earlier the age at which acquisition of the L2 begins, the more native-like the accent will be.

5, The similarities & differences between FLA & SLL

5.1 Similarities:In both First language acquisition & Second language learning, universal grammar may influence learning. In second language learning, universal grammar may influence learning either independently or through the first language.In both First language acquisition & Second language learning, there are predictable stages, and particular structures are acquired in a set order. Individuals may move more slowly or quickly through these stages, but they cannot skip ahead.

In both FLA & SLA/SLL, making errors is a part of learning. Learners need to make and test hypotheses about language to build an internal representation of the language. In the initial stages of learning, learners may use chunks of language without breaking them down or processing them as independent units. In later stages, they may make new errors as they begin to process the parts of each chunk according to the rules of their language system. For example, a learner may start out using the correct form of an irregular verb as part of a language chunk, but later over generalize and place a regular affix on that same verb.

In both FLA & SLL, the learner uses context clues, prior knowledge, and interaction to comprehend language.In both FLA & SLL, age is an important variable affecting proficiency. In both FLA & SLL, learners can often comprehend more complex language than they are able to produce. In the initial stages of learning, learners go through a silent period. In both FLA & SLL, a learner's proficiency can vary across situations.

In both FLA & SLL, learners may over generalize vocabulary or rules, using them in contexts broader than those in which they should be used.

In both FLA & SLL, learners need comprehensible input and opportunities to learn language in context in order to increase their proficiency.

Differences:

In first language acquisition, the basis for learning is universal grammar alone. In second language acquisition, knowledge of the first language also serves as a basis for learning the second language. There may be both positive and negative transfer between languages in second language learning.In first language acquisition, children spend several years listening to language, babbling, and using telegraphic speech before they can form sentences. In second language acquisition in older learners, learning is more rapid and people are able to form sentences within a shorter period of time.

In formal second language learning in older learners, learners are able to use more met cognitive processes in their learning. They can consciously analyze and manipulate grammatical structures, and they can explicitly describe how language works. This can speed the learning process.

In second language learning in older learners, learners bring more life experience and background knowledge to their learning. They have more schemata and more learning strategies to help them learn the second language.

In second language learning in older learners, there may be less access to universal grammar, and sensitivity to phonological distinctions not present in the native language will be reduced. Students learning in a classroom setting may also have fewer opportunities to learn language authentically. These factors may reduce the likelihood that second language learners will attain native-like proficiency. First-language learners always attain native proficiency, unless they have a disability that affects language learning.

In first language acquisition, learners have many chances to practice with native speakers (especially caregivers). In second language acquisition, learners may or may not have the opportunity to practice extensively with native speakers.

Almost everyone acquires a first language, but not everyone acquires a second language. Acquiring a first language happens naturally, while acquiring a second language often requires conscious effort on the part of the learner.

Thank you for listening!

psycholinguistics and foreign language teaching

Education