LINGUISTIC

&
PSYCHOLOGY
(PSYCHOLINGUISTIC
)
1. Language acquisition(1&2 3. Second Language Acquisition
language acquisition) (teaching method)
2. The prelinguistic acquisition (1&2 4. Relationship between applied
word stage) Linguistic & Psychology

STUDENTS: - WILLY RAMIREZ MEZA

-IDOYLA E. TERÁN LEUREYROS
-LUCY TORRES OJANAMA
-JOSE W. DÍAZ VERA
-JUDITH BURGOS LLATAS
 Applied linguistics
Language is the heart of human life.
Without it, many of our most
important activities are
inconceivable.
It might even seem that we do not
need to know about language to use
it effectively.
Throughout history and across the
world, people have used language
to gossip and chat, flirt and seduce,
play games, sing songs, tells
stories, insult enemies and lament
the death.
Therefore, language use is in many
ways a natural phenomenon, yet
there are also aspects of language
use in which we can intervene.
 What is applied linguistics ?
Applied linguistics means
taking language and language
theories as the basis from
which to elucidate how
communication is actually
carried out in real life.
To identify problematic or
challenging issues involving
language in many different
contexts, and to analyze them.
It deals with many more issues than
purely linguistic ones, and because
disciplines such as psychology,
sociology, ethnography,
anthropology, educational research,
communication and media studies
also inform applied linguistic
research.
 The scope of applied linguistics
To get a more precise definition of this field we need to be more specific, by
classifying the kinds of problems we are concerned about.
Language and education
This area includes:
• First-language education.
• Additional-language education.
• Second-language education.
• Foreign language-education.
 Psycholinguistics
The study of language science that decodes how a human brain acquires language, processes it,
comprehends it and gives feedback or produces language, is a psycholinguistics.

Psycholinguistics is an interdisciplinary field.

Approached from the areas of different backgrounds, such as psychology, cognitive science
linguistics, and speech and language pathology.

It further has subdivisions; such as Orthography, Phonology, Semantics, Syntax, etc.

 Issues going on
The nature of the computations and processes that the brain undergoes
to comprehend and produce language.

To describe how words are retrieved from the mental lexicon when
an individual hears or sees linguistic input.

First language acquisition the process by which infants acquire

language and second language acquisition.
 Theories
Usage based
theory.
Social
interaction
Cognitive theory.
theory.
Behaviorist
theory.
FIRST LANGUAGE ACQUISITION

Language acquisition is the process whereby children

acquire their first language, occurs passively and
unconsciously through implicit learning.

Acquisition depends on children receiving

linguistic input during the critical period.
 WHAT IS THE “CRITICAL PERIOD”?

Defined as the window of time

• Phonology
• Semantics
• Grammar
• Pragmatics
• Prosody
SECOND LANGUAGE ACQUISITION

Language learning, in contrast to

language acquisition, is the
process whereby humans past the
critical period learn second
languages.
The 5 hypotheses of Krashen's Theory of Second
Language Acquisition
acquired system
The Acquisition-
Learning hypothesis learned system

The Natural
The Monitor
Order
hypothesis
hypothesis

The Affective
The Input
Filter
hypothesis
hypothesis
THE PRELINGUISTIC ACQUISITION

The prelinguistic stage ranges from birth to approximately

6 months. Noises in this stage include crying,
whimpering, and cooing

Linguists consider human language creative – as

free from internal or external stimuli.

During this stage, babies’ vocal tracts are more like

an animal’s than an adult human’s

The tongue fills the entire mouth and is controlled by

external muscles.
 FIRST WORD STAGE

Example:
The First Words Stage, starts at about
one year and continues for
approximately 6 to 12 months (up to 1. [no]
approximately age 1-1/2 or 2 years
old). 2. [da] (dog)
3. [ma] (mom)
4. [dæ] (dad).
This stage is also referred to as the
Holophrastic Stage because a "one
word = one sentence" pattern seems to
exist in the utterances produced by the
child.
Developmental order of sounds articulated:

The full range of Consonants are

vowels in the native Consonants are typically added in a New contrasts
language is typically added in front to back order generally show up in
produced before the the following of place, with certain the initial position
full range of sequence of manner front sounds being first.
consonants. delayed
SECOND WORD STAGE
Some notable benchmarks and features:
The Two Word stage normally begins at around
18-24 months (1½ or 2 years) and continues
for several months, perhaps shifting into the
next stage at about 2½ years old.
During this stage children continue to increase
the repertoire of sounds and vocabulary they
can produce according to the order of
development that was begun in earlier stages.
- 11 consonant sounds are typically included,
the specific sounds depending on the native
language being acquired.
- A vocabulary of 50 or more words marks the
beginning of this stage, with more words
being added.
- Clear syntactic and semantic relations begin
to appear, but not syntactic or morphological
markers.
- There are no inflectional affixes and
pronouns are rare
Examples of the thought/language conundrums
An utterance can carry more than one
meaning because of the absence of
syntactic and morphological
markings. The word order of the two
words matches the word order an
adult might use, but for the child, the
same two words in the same order
could have more than one meaning.
The full meaning must be derived
from the context in which the words
Words are associated with meaning in
are uttered.
several ways, and each way displays a
Example: Mommy sock can limited vocabulary/perspective:
mean Mommy is putting my sock on a) Whole Object: A word refers to the
my foot, or There is mommy’s sock. whole object, not to any of its parts or to
any of its attributes. Does this mean
that a child doesn't break down objects
into individual parts at this stage of
cognitive development? Very possibly.
Example: sheep will not
mean white or woolly or leg.
b) Type: A word may be used to refer
to the type of thing, not a particular
thing. This could be a kind of OVEREXTENSIONS
overgeneralization or overextension.
That is, the child might misunderstand
the meaning of the word sheep and
think it refers to all animals. It could also
be that the child doesn't perceive the
individual variations betwen two types
of animals and conceptually lumps
them all together. Or it could be that a
child simply doesn't know the words for
all the different kinds of animals and
makes do with the name of another UNDEREXTENSIONS
one.
Example: A child may take sheep to Example of underextension: Kitty might
mean any animal, not just that mean the family cat, but not other cats
particular kind of animal.
CONTEXTUAL CLUES are extremely
important for attaching meaning in this
stage. An adult may need to follow a
child's gaze or their pointing in order to
determine the exact meaning of an
utterance.
The Direct Method
The direct method of
teaching, which is sometimes
called the natural method,
and is often (but not
exclusively) used in teaching
foreign languages, refrains
from using the learners'
native language and uses
only the target language.
CARACTERISTICS
What are the goals of teachers who use the Direct Method
?
Classroom
instruction was Grammar was
conducted in taught What is the role of the teacher? What is the role of the
the target inductively.
language.
students?

What are some characteristics of the teaching/learning

Correct
Both speaking
process ?
pronunciation
and listening
and grammar
were
comprehension What is the nature of student-teacher interaction ? What
were taught.
emphasized. is the nature of student-student interaction ?
How are the feelings of the students dealt with?

What areas of language are emphasized? What

language skills are emphasized?

What is the role of the students' native language?

How is evaluation accomplished?

How does the teacher respond to student errors?

 THE TECHNIQUES

Reading aloud Question and Getting students Conversation

answer exercise to self-correct practice

Paragraph Fill-ln-the-
Dictation
writing blank exercise
Total Physical Response (TPR)

It is a language teaching method built around

the coordination of speech and action; it
attempts to teach language through physical
(motor) activity. Developed by James Asher,
a professor of psychology at San Jose State
University, California, it draws on several
traditions, including developmental
psychology, learning theory, and humanistic
pedagogy, as well as on language teaching
procedures proposed by Harold and Dorothy
Palmer in 1925. Let us briefly consider these
precedents to Total Physical Response
What are the goals of teachers who use What is the role of the
TPR?
students' native language?

What is the role of the teacher ? What is How is evaluation

the role of the students ?
accomplished?

What are some characteristics of the How does the teacher respond
teaching/learning process ?
to student errors ?

What areas of language are emphasized?

What language skills are emphasized?
 TECHNIQUES

Role Action
reversal sequence
GRAMAR TRANSLATION

The grammar–translation method is a method of

teaching foreign languages derived from the
classical (sometimes called traditional) method of
teaching Ancient Greek and Latin. In grammar–
translation classes, students learn grammatical
rules and then apply those rules by translating
sentences between the target language and the
native language.
 GOALS CHARACTERISTICS

Classes are taught in the mother tongue

to enable students to read and
translate literature written in the
source language, Much vocabulary is taught in the form of lists
of isolated words.
and to further students' general
intellectual development. Little or no attention is given to pronunciation

Reading of difficult texts is begun early.

Long, elaborate explanations of the intricacies of

grammar are given
 AUDIO LINGUAL
CHARACTERISTICS
Material is presented in dialogue form.

The theory behind this method There is no dependence on mimicry, memorization of set
is that learning a language phrases, and overlearning.
means acquiring habits. There
is much practice of dialogues Structural patterns are taught using repetitive drills.
of every situation. New
language is first heard and There is little or no grammatical explanation
extensively drilled before
being seen in its written form.
Great importance to pronunciation

Very little use of the mother tongue by teachers is permitted.

Monitor model theory

Stephen Krashen, following Chomsky's mentalist

theories, conceives acquisition as a process of mental,
personal and inner evolution in which learners do not
need to speak or write to learn. According to this model,
learning takes place automatically when learners listen
to or read and understand fragments of the target
language.
 MONITOR MODEL THEORY

1) The 3) The
2) The
Acquisition- monitor
natural order
Learning hypothesis
hypothesis
hypothesis

4) The Input 5) The Affective

hypothesis Filter hypothesis
 RELATIONSHIP BETWEEN APPLIED
LINGUISTIC AND PSYCHOLOGY

So psychology is the
Language is the foundation on which
Psychology deals with
principal medium of linguistics is built. It
how humans relate to
our everyday provides hints, rules-of-
one another (and to
interpersonal thumb, and principles
themselves, which
relationships—more linguists use to
sounds strange but is
than anything else, we understand how
true) in everyday life.
talk to one another. languages are formed,
changed, and used.