INTRODUCTION TO ENGLISH LINGUISTIC PAPER

“PSYCHOLINGUISTICS”

Supporting Lecture : Rohima Nur Aziza Al Hakim. S.Hum., M.Hum.

By Group 11

Wulan Oktavia (200230052)

Tridayati (200230051)

Jusnita (200220032)

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF

TEACHER TRAINING AND EDUCATION

SEMBILANBELAS NOVEMBER UNIVERSITY KOLAKA

2021
 PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing the
paper entitled “Psycholinguistics” right in the calculated time. The purpose in writing this paper
is to fulfill the assignment that given by Mrs. Rohima Nur Aziza Al Hakim. S.Hum., M.Hum. as
lecturer in Introduction to Linguistic major. In arranging this paper, the writer truly get lots
challenges and obstructions but with collaborate, those obstructions could passed. Writer also
realized there are still many mistakes in process of writing this paper. Because of that, the writer
says thank you to all individuals who helps in the process of writing this paper. Hopefully Allah
replies all helps and bless you all. Then, the writer hope the criticism from the readers can help
the writer in perfecting the next paper last but not the least hopefully, this paper can helps the
readers to gain more knowledge about Introduction of Linguistic course, especially this lesson on
psycholinguistics.

Kolaka, November 18th 2021

Group 11
 CONTENTS

PREFACE...................................................................................................................................

CONTENTS................................................................................................................................

CHAPTER I DISCUSSION............................................................................................................

A. Definition of Psycholinguistics.....................................................................................

B. Psycholinguistics related to phonetics etc..................................................................

C. The focus of Psycholinguistics.....................................................................................
1.2 Language Comprehension Context.......................................................................

1.3 Language Production............................................................................................

1.4 Language Acquisition............................................................................................

1.5 Language Acquisition and Language Learning......................................................

CHAPTER II CONCLUSION...............................................................................................................

CONCLUSION..................................................................................................................................

REFERENCES...................................................................................................................................
 CHAPTER I

DISCUSSION

A. Definition of Psycholinguistics
Psycholinguistics or psychology of language is the study of the interrelation between
linguistic factors and psychological aspects.[1] The discipline is mainly concerned with the
mechanisms by which language is processed and represented in the mind and brain; that is,
the psychological and neurobiological factors that enable humans to acquire, use,
comprehend, and produce language.

Psycholinguistics is a study that combines the fields of linguistics and psychology. Directly
translated, psycholinguistics means 'language psychology.

The common aim of psycholinguistics is “to find out about the structures and processes
which underlie a human’s ability to speak and understand language”

B. Psycholinguistics related to phonetics, morphology, syntax, semantics, and pragmatics

 Phonetics and phonology are concerned with the study of speech sounds."
Psycholinguistics studies how the brain processes these sounds.
 Morphology is the study of word structures and the formation of words based on
rules (such as plural formation).
 Syntax is the study of the patterns which dictate how words are combined together
to form sentences.
 Semantics deals with the meaning of words and sentences.
 Pragmatics is concerned with the role of context in the interpretation of meaning.

C. The focus of Psycholinguistics:

1.1 Language Comprehension

This sub-part can be discussed into two main branches : (a) language perception and (b) language
comprehending. In this section, since the concept of these two are not significanly different, the
following descriptions are intended to show them briefly. Clark and Clark (1977) divided this concept
into two (1) comprehension related to understading the utterances we hear (ßperception), and (2)
comprehension in relation to the act-needs to be taken after the comprehension happened
(ßcomprehending). The former can be defined as the mental process where the hearer perceives the
sound produced by a speaker using such sounds to form an interpretation about what the speaker
means. It is simply to say that comprehension constitutes the form of meaning from the sounds. The
latter is after the hearer comprehends the utterenaces, is there any actions to be conducted in line
with such comprehension, this is called Utilization of sentences (Dardjowidjojo, 2003:59).

1.2 Language Production

Mayer (2000:49), quoted by Dardjowidjojo, (2003:141) states that the utterance is processed
through three stages : (a) conceptualize, (b) formulaize, (c) articulize. Conceptualize means that the
speaker plans the conceptual structure to be uttered, this is also called the message stage. Formulize
which is also named grammatical encoding means stages where the appropriate items are retrived
from the mental lexicons and then be categorized syntactically (N,V,Adj, NP, VP, Adv, etc.). The last
stage ‘articulize’ is also called phonological encoding contains the framework and content which are
already ready to pronounce in terms of sound.

Problems encountered during the language productions among others : (a) pauses, e.g. Eh who is...
came here yesterday?. Oh, Ali came here yesterday. In Bahasa Indonesia you may hear , si Anu....,
etc, oh anu...nya...(b) errors which can be subdivided into two (i) slip of the tongue, e.g. you came
here last Monday? Oh Tuesday. In Bahasa Indonesia you may hear.. ambil itu kepala... oh kelapa (ii)
aphasia, is a kind of speech desease, a person is not able to speak properly due to be brain damage
or other deviciencies in the language memory.

1.3 Language Acquisition

John Lyons in his book entitled Language and Linguistics (1981:252) stated that psychologist
and linguist prefer to use the term acquisition rather than learning. The reason is simply that
acquisition is neutral with respect to some of the implications that have come to be associated with
the term learning in psychology.

Psycholinguistically, the language acquisition theories are of three :

(a) Behavioristcis

FB Skinner, one of the behavioristic followers stated that the child comes into the world with a
tabularasa, a clean slate bearing no preconceived notion about the world or about language, and
this child is then shaped by his environment slowly conditioned through various schedules of
reinforcement (Brown, et.al.1980:18). The model S (Stimulus) and R (Respond) is introduced to
support this idea.

(b) Metalistics

Halliday (1964:178) in his book The Linguistics Sciences and Language Teaching said ‘we know that
all normal human infants are born with the potentiality of acquiring language’, and futher Wilkins
(1972:168) in his book Linguistics in Language Teaching said that everybody learns a language not
because they are subjected to a similar conditioning process, but because they possess an inborn
capacity which permits them to acquire a language as a normal maturational process. Brown
(1980:21) claimed that every baby-born brings what is called Language Acquisition Devices (LAD)

consisteng of : (i) Devices to differentiate the distinctive sounds; (ii) Devices to organize linguistic
units to be classed and be developed later; (iii) Devices toward the language system which is possible
or impossible; (iv) Devices to use language system based upon the development of linguistic system,
in order to create the impossible system outside of found linguistic data.

(c) Cognitive

In 1960s, the mentalistic linguistcs proposed a new approach called ‘Cognitive Approaches’. This
approach combines the previous theories, the baby is borned with language capacity and influenced
by the environment. The important point to be considered through this approach is that, the success
of a child to use, to understand and to acquire a language is due to the maturity of his cognitive. The
cognitive theories assumed that there is a principle based upon the linguistic organization used by a
child to interprete and operate the linguistic environment. All of this is a mental process, although it
is not easy to observe, it is clearly having the physical basis. This is the difference from the
behaviouristic idea.

1.4 Language Acquisition and Language Learning

The main difference between the Language Acquisition (LA) Language Learning (LL)

Language Acquisition is considered as a sub-conscious effort (remember not unconscious)

meaning that any language substances can be picked up any times, from any sources and
anywhere. It is free and in natural manner, so it seems very automatic. Language Learning is
assumed as a conscious activity, therefore in obtaining any language system, it must be controlled
by syllabus or schedulled by lesson plan. This process must be done in artificial ways and nurtured
teaching method. It can be schematized as follows :
 CONCLUSION

Psycholinguistics covers three main aspects namely : (a) Language Comprehension, (b)
Language Production and, (c) Language Acquisition. It is advisable to reconsider adding one more
significant aspect. i.e. Biological and Neurological basis causing the human beeings manage to speak
language compared to other spicies.
 REFERENCES

Aitchison, Jean. 1998. The Articulate Mamal : An Introduction to Psycholinguistcs. London :

Routledge

Brown, Doughlas H. 1980. Principles of Language Learnng and Teaching . New Jersey.Hall

Clark, Herbert H. And Eve V. Clark. 1977. Psychology and Language : An Introduction to
Psycholinguistics. New York : Harcout Brace and Jovanovich, Inc.

Dardjowidjojo, Soenjono. 2003. Psikolinguistik : Pengantar Pemahaman Bahasa Manusia. Jakarta :

Yayasan Obor Indonesia

Halliday, MAK. August McIntosh and Peter Strevens. 1964. The Linguistic Sciences and Language
Teaching. London : Longman

Harley, Trevor A. 1995/2001. The Psychology of Language : From Data to Theory. Sussex : Erlbaum
Taylor&Francis

Hartly, Anthony F. 1982. Linguistics for Language Learners. London : The Macmillan Press.Ltd