psycho linguistics' reflection
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Psycholinguistics The Reflection of The Study
1. What I learned 2. Why I need to learn it 3. How I
learned it 4. The Implications of the material
2012
Resty Maya Sari
A1B009031
Psycholinguistics 2012
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PREFACE
I'm sure we all know what psycholinguistic is. Psycholinguistic is study about
psychology and linguistic. It is about the human brain and language.
This paper are arranged to reflect the materials of psycholinguistic lesson that have
been learned before. The reflections consist of:
1. What I learned
2. Why I need to learn it
3. How I learned it
4. The Implications of the material
In this moment, the writer would like to express her gratitude to Mrs. Hilda Puspita,
M.A, as a psycholinguistic lecturer which has given guidance and lesson about this
assignment, so the writer can finish this paper. The writer will also say “thank you” to many
people who assisted in completing this paper.
The writer realizes that this paper is still far from being perfect, therefore any
suggestions and constructive critics are always welcome for the improvement of this paper.
Bengkulu, May 2012
Resty Maya Sari
Psycholinguistics 2012
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LIST OF CONTENT
Preface Preface Preface Preface ....................................................................................................................................................................................................................................................................................................................................................................................................................................................2222
List of Content List of Content List of Content List of Content ....................................................................................................................................................................................................................................................................................................................................................................................................3333
Chapter 1 Chapter 1 Chapter 1 Chapter 1
What I learnedWhat I learnedWhat I learnedWhat I learned ....................................................................................................................................................................................................................................................................................................................................................................................................4444
Chapter 2 Chapter 2 Chapter 2 Chapter 2
Why I need to Learn it Why I need to Learn it Why I need to Learn it Why I need to Learn it ....................................................................................................................................................................................................................................................................................................................................12121212
Chapter 3 Chapter 3 Chapter 3 Chapter 3
How I learned it How I learned it How I learned it How I learned it ....................................................................................................................................................................................................................................................................................................................................................................................13131313
Chapter 4 Chapter 4 Chapter 4 Chapter 4
The Implications of the MaterialThe Implications of the MaterialThe Implications of the MaterialThe Implications of the Material................................................................................................................................................................................................................................................................14141414
Psycholinguistics 2012
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CHAPTER 1
What I learned
Definition of Psycholinguistics
In the first meeting of this lesson, we studied
about definition of psycholinguistics.
Psycholinguistics is a study of language processing..
Psycholinguistic study how people perform the
functions of language comprehension and production.
It has relation with language processing and
acquisition. Language processing is the study of
how humans comprehend and produce language (sentences, words within sentences, and
sequences of sentences, etc.) in real time. We can divide this into language comprehension
(understanding what is spoken and what is written) andlanguage production (choosing what to
say or write basedon what you want to “mean”). Language acquisition is the study of how
humans acquire knowledge of their native language (as infants and as children).
Brain and Language
There are two hemispheres of the brain:
1. Left: Dominant in analytic reasoning, temporal
ordering, arithmetic, and language processing
2. Right: processing music, perceiving nonlinguistic
sounds, visual and spatial skills
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Corpus callosum: bundle of nerve fibers connecting the two hemispheres of the brain for the
purpose of exchanging information between the two halves
Cortex: outer surface of the brain responsible for many of the cognitive abilities or functions of
the brain.
Language center: parts of the cortex used only for the production and comprehension of
language. Language center is included Broca's area which is located in motor cortex. The
functions of Broca’s area are to organize the articulatory patterns of language and directing the
motor cortex when talking and control the use of inflectional and functional morphemes. The
second is Wernicke's area which is located in auditory cortex. The functions of Wernicke’s area
are to comprehension of words and selection of words when producing sentences and to crucial
to the human capacity to read and write. The third is Arcuate fasciculus which have the
functions to bundle of nerve fibers connecting Broca’s and Wernicke’s and to let Broca’s area
and Wernicke’s area share information. The last one is Angular gyrus that is located between
Wernicke’s and visual cortex, the functions of Angular Gyrus are to convert visual stimuli into
auditory stimuli and vice versa , and to allow us to match the spoken form of a word with the
object it describes.
Language disorder
Aphasia: inability to perceive, process, or produce language because of physical damage to
the (mainly left) brain.
1) Broca’s aphasia
a. inability to plan the motor sequences used in speech or sign� phonological
impairment
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b. telegraphic speech (expressive disorder) � absence of function, grammatical
morphemes
c. relatively intact comprehension
2) Wernicke’s aphasia
d. characterized by being apparently grammatical but lacking in meaning:
e. inability to understand others’ speech (cannot follow instruction)
f. circumlocutions often used
g. jumbled word order (receptive disorders)
3) Conduction aphasia
h. damage to the arcuate fasciculus
i. shows sign of Wernicke’s aphasia but is able to understand speech of others
j. cannot repeat: problem of transmission between Broca’s and Wernicke’s area
First Language Acquisition
According to behaviorism theory, definition of the first language acquisition is we learn
language through a process of stimulus (hearing, input) and response (our trials). Correct
responses are rewarded, as is our correct language
use, which increases over time.Key phrase: Habit
Formation.
On the other hand, definition of the first
language acquisition according to nativism theory is
we are born with a Language Acquisition Device
(LAD) and access to Universal Grammar (UG). We
are not born knowing English, or French, or Thai. Rather, we are born with innate knowledge of
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certain universal structures. Children are born with abstract, structural knowledge about
Language, which allows them to discover the rules of particular languages -- “to engage in
constant evaluation … so as to construct the simplest possible system [to explain] the linguistic
data” (Brown, p. 24). Key Phrase: Rule Formation.
Negative formation:
� 1st stage - attach no/not to beginning of sentence (sometimes at end)
� 2nd stage – negatives appear between subject and verb (don’t stayed at beginning in
imperatives, but not can’t)
� 3rd stage – appearance of nobody/nothing&anybody/anything& inconsistent use of “to be”
verb is and auxiliary “dummy” do verb.
Question formation:
2 years old
1. Yes/no question (Raising intonation)
2. WH question
◦ 1st stage – wh- word placed in front of rest of sentence: Where daddy go?
◦ 2nd stage – addition of an auxiliary verb: Where you will go?
◦ 3rd stage – subject noun changes places with the auxiliary: Where will you go?
Critical period:
Critical period is period in which the children expose language during a particular time. In
this period the children will acquire language better from two years until puberty. Example case
study involved Chelsea, a deaf child who was misdiagnosed as retarded and emotionally disturb.
Chelsea grew up without language and was not expose to speech until the age of thirty-one,
when she was finally fitted with hearing aids. After intensive therapy, she is able to hold a job
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and to live independently. However, her vocabulary consists of only 2000 words and her
sentences are badly formed. Positive critical period believes that human can acquire the language
even though he/she learns the language after critical period, but the negative believes that
acquiring the language after critical period can’t be successful.
Second Language Acquisition
The study of second language acquisition involves:
1. How second languages are learned ( The process);
2. How learners create a new language system with limited exposure (interactions);
3. Language proficiency levels (competence and performance of the language); and
4. Why some learners achieve native-like proficiency.
Learners acquire a second language by drawing on their background experiences and prior
knowledge in their first language. They experiment with the second language by using features
found in their first language which are similar to those in the second language. This dependence
on the first language serves to help the learner construct an
interlanguage, a transitional system consisting of the
learner’s current second language knowledge.
Communication strategies help the learners use what they
already know to overcome breakdowns in communication.
The speech of second language learners can exhibit non-native like characteristics in any
linguistic domain. When the inter-language grammar stops changing, it is said to have fossilized.
Motivation
Motivation is a desire to achieve a goal, combined with the energy to work towards that
goal.Educational psychologists point to three major sources of motivation in learning :
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The learner’s natural interest: intrinsic satisfaction
The teacher/institution/employment: extrinsic reward
Success in the task: combining satisfaction and reward
In general source motivation divided into: Extrinsic
(outside the person) such as, Satisfaction and intrinsic (inside the person), such as Reward .
Types of motivation
Instrumental motivation
It is motivation involves wanting to learn the L2 for specific goal or reason
Integrative motivation
It is motivation involves wanting to learn the L2 in order to learn more about a particular
culture or fit into it better
Anxiety
Anxiety is psychological state characterized by cognitive, somatic, emotional, and
behavioral.Anxiety divided into two parts:
The positive anxiety is a result of being in a
situation of real danger.
The negative anxiety, which answer to,
fears that only exists in our imagination.
Causes of Anxiety arenegative experiences
of learning a language at school , fear of
making mistakes, fear of not being
understood, fear of critical reaction from
others ,worrying about my accent, 'Freezing' when called upon to speak, getting to grips with
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grammar, remembering vocabulary, and wanting to translate every word but finding it doesn't
help.
Teacher’s Talk
Teachers Talk brings the voice of teachers to the debate around safety and discipline in
schools.
1. Instruction
2. Question
3. Explanation
Teachers Talk Characteristics are: Rate of speech appears to
be slower, pauses which may be evidence of the speaker
planning more are, possibly more frequent and longer,
Pronunciation tends to be exaggerated and simplified,
vocabulary use is more basic, degree of subordination is slower,
more declaratives and statements are used than questions, teachers may self-repeat more
frequently.
Questions
The questions of teacher talk are necessary in the learning process. So, the functions of
questions for teacher talk are: Students or learners 'negotiate' by showing whether they
understand or not, to stimulate student’s ‘ Silent Period’, to get student’s response, to build good
communication, so students not only listen, sit, and silent in classroom. They need’ high quality
input’, to assess student’s understanding, to invite student’s interest, to make sure that students
get the message well, to get regular feedback through questions, and to increase learner
involvement in the class.
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• Feedback is teachers’ evaluation of the students’ response.It can be given by means of
praise, by any relevant comment or action, or by silence.
• Functions of giving feedback to let learner know how well they have performed, increased
motivation, and build a supportive classroom climate.
There are so many ways or strategies on giving feedback like, be honest, be positive but do
not offer empty praise, use nonverbal feedback, and try not to compare one learner to another.
Two main components of feedback
a. Teacher’s correction
Correction helps students to clarify their understanding of meaning and construction of
the language.
b. Teacher’s assessment
Confirmation (such as That is perfectly correct, Excellent, Good, No, that is wrong).
Encouragement (such as that is better, Try it again, don’t worry).
Multiple Intelegence
Multiple intelegence is a theory that challenged the dominant definition of intelligence as
limited to mathematical and linguistic abilities (verbal and computational intelligences). Howard
Garner suggested that all individuals have personal intelligence profiles that consist of
combinations of nine different intelligence types.
Intelligence Smart
linguistic intelligence
Logical-mathematical intelligence
Visual-spatial intelligence
“Word smart”
“number/reasoning smart”
“picture smart”
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Bodily kinesthetic intelligence
Musical intelligence
Intrapersonal intelligence
Interpersonal intelligence
Naturalist intelligence
Existentialist intelligence
“body smart”
“music smart”
“self smart”
“people smart”
“nature smart”
“existence smart”
Learning Styles and Strategies
Learning style is the general approaches that students use in acquiring a new language or in
learning any other subject.
Sensory preferences can be broken down into three main areas:
1. Visual: Visual students like to read and obtain a great
deal from visual stimulation.
2. Auditory: auditory students are comfortable without
visual input and therefore enjoy and profit from
conversations, and oral directions.
3. Kinesthetic: Kinaesthetic and tactile students like
lots of movement and enjoy working with tangible
objects, collages, and flashcards. Sitting at a desk for
very long is not for them; they prefer to have frequent
breaks and move around the room.
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CHAPTER II
Why I Need to Learn It
As an English teacher to be, I need to understand all about the relation between psychology
and linguistics. Of course, it is helpful when I’ll be an English teacher later. Firstly, I need to
learn this subject in order to understand about all of the things that related to the students
psychology in learning language, especially English. The things is such as; students’ motivation,
anxiety, multiple intelligence, learning style, learning strategy, etc. By learning this subject, I as
an English teacher feel easier to understand about the students’ psychology in language
acquisition and comprehension. Secondly, I need to learn this subject in order to help me in
solving the students’ problem. For instance; if there is a student who has low motivation in
learning English, I will get the problem solving for this case easily by looking the student’s
psychology in learning English. And finally, I also can use some techniques in teaching process
in order to make students feel interesting. The teaching techniques and approaches based on the
students’ intelligence and learning style. That’s why I need to learn psycholinguistics lesson then
apply it when I be an English teacher.
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CHAPTER III
How I Learned It
All of the materials of psycholinguistics lesson are explained by groups of the class, except
the first material [definition of psycholinguistics]. The class was divided into seven groups who
explained one material for each group. After the group explained the material, Mrs. Hilda
Puspita, M.A , as the lecturer re-explained about the material was discussed. Moreover, the clear
and simple explanation from her made me feel interesting for this lesson even though I still feel
confuse about the differences implications for each material. I think that all of the materials give
the same implications for teaching and learning process. Thus, I still have a big question in my
mind, “What will happen if the teacher is not applying the implications of the materials well?”
“Will it be a big trouble?”
So far, the teaching technique which was used by Mrs. Hilda Puspita M.A is so good. I am
so appreciate to understand about this subject more because her clear explanations. I learned all
of the material by seeing and hearing the groups’ and lecturer’s explanation in the class, I tried to
search the material in internet then learned it by myself. It is not easy to understand about this
subject but it is enough interesting to learn about psycholinguistics. However, I think it is enough
interesting because if we learn about psycholinguistics, we learn about human brain.
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CHAPTER IV
The Implications of the Material
The implications of the material in teaching:
1. Individual differences affect second language acquisition. These differences may be
developmental, cognitive, affective or social. The implication of the inter-language
continuum for teachers is that with assistance from learning strategies, learners are
able to build mental grammars (rules) of the second language. The continuum
represents different inter-language stages (overlapping grammars) that the learners go
through to use the rules they have learned to interpret and produce speech. Rules are
classified hypotheses because the learner tests certain language rules in his/her
development.
2. The identification of errors that language learners make is important in order to
understand the source of errors and the corrective measures teachers can offer.
Errors happen when learners lack knowledge of second language rules, while mistakes
occur when learners are unable to perform their competence (underlying knowledge that
is non-observable). Overt errors are deviations in form and covert errors are those that are
well-formed but do not communicate what the learner intended.
3. For teachers of English language learners, it is important to understand the role of
errors in second language learning. Error analysis is important because it gives us the
opportunity to examine learner errors and determine if errors are a consequence of first
language interference or not. Implications for teachers come in planning instruction that
addresses patterns in errors made by students experiencing language interference,
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grouping practices to target the identified errors, and instructional methodologies and
strategies for helping learners overcome some of their errors. Errors made by a language
learner can give teachers insight as to how much knowledge the learner has in the second
language. They are a means of diagnosing progress or lack of progress in second
language development. Errors are to be seen as part of a process of second language
acquisition not just as the result of imperfect learning.
4. Contrastive analysis helps teachers understand potential errors language learners
make. This understanding will allow teachers to identify what needs to be learned and
what is already in the learner’s system. What needs to be learned will be the focus of
instruction and what is already learned will be the knowledge the learner brings to the
learning situations.
5. As teachers, we should have a good idea of the motivationalbeliefs that our students bring
into the classroom. It is important that we must aware that our students may already
have formed favourable or unfavourable beliefs about a topic before they come into
class. Knowledge about our students’ motivational beliefs will allow us to plan learning
activities that make good use of their favourable motivational beliefs and prompt them to
reconsider unfavourable beliefs. Students are very successful in hiding their thoughts and
feelings, leading to misconceptions about their values, self-efficacy beliefs and outcome
expectations.
6. As a teacher we should know about what the things that can make the students become
anxiety. We have to know the problem solving of this case while we face it. It can be
done by the teacher self or by students’ friends.
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7. Teachers talk is variety of language that sometimes used by teachers when they are in
the process of teaching. It is to communicate with learners, teachers often simplify their
speech, giving it many of the characteristics of foreigner talk and other simplified styles
of speech addressed to language learners.
8. It is important that a teacher create an “intelligence profiles” for each student.
Knowing how each student learns will allow the teacher to properly assess the child's
progress and allow students to explain the material in their own ways using the different
intelligences.
9. If there is harmony between (a) the student (in terms of style and strategy preferences)
and (b) the combination of instructional methodology and materials, then the student
is likely to perform well, feel confident, and experience low anxietymake stuedents feel
comfortable with the mothod of learning the teacher gives.
10. The teacher can set the appropriate materials for teacing by giving one-by one or
combine all of styles of learningStrategies that fulfill these conditions “make learning
easier, faster, more Interesting”
11. The more that teachers know about their students' style preferences, the more
effectively they can orient their L2 instruction , as well as the strategy teaching that can
be interwoven into language instruction, matched to those style preferences.
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