Introduction to psycholinguistics
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This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
Introduction to psycholinguistics
- 1. Aulia Nisa Khusnia,M.A Muhammadiyah University of Purwokerto
- 2. * Psycholinguistics is the study of the language processing mechanisms. Psycholinguistics deals with the mental processes a person uses in producing and understanding language. It is concerned with the relationship between language and the human mind, for example, how word, sentence, and discourse meaning are represented and computed in the mind.
- 3. General issues of psycholinguistics: language acquisition (how human beings learn language) language production (how we create and express meaning through language) language comprehension (how we perceive and understand speech and written language) The relationship between language and thought
- 4. Language acquisition refers to the learning and development of a person’s language. The learning of a native or first language is called first language acquisition, and the learning of a second or foreign language is called second language acquisition.
- 5. Overgeneralization/Overextension(the extension of a rule beyond its proper limits) Undergeneralization/Underextension(a child uses a word in a more limited way than adults do ) Two basic notions in first language acquisition
- 6. Overgeneralization is a frequent phenomenon in language development. It can be found not only in syntactic usage but also in word meanings. moons: all round objects cars: all vehicles dogs: all four-legged animals Examples of overgeneralization
- 7. Overgeneralization is a frequent phenomenon in language development. It can be found not only in syntactic usage but also in word meanings. moons: all round objects cars: all vehicles dogs: all four-legged animals Examples of overgeneralization
- 8. Children also undergeneralize. When a child uses a word in a more limited way than adults do (e.g. refusing to call a taxi a car), this phenomenon is called undergeneralization or underextension. Shoes only refers to his mother’s shoes. Hat only refers to his own hat. Undergeneralization
- 9. On some occasions, children’s conceptual categories may actually differ from those adults. On other occasions, they may know perfectly well that a cow is not a dog but not know what it is called. On still other occasions, the child’s misuse of words may reflect an attempt at humor. Reasons for overgeneralization and undergeneralization
- 10. The Prelinguistic stage • Heard numbering vowel and consonant • babbling The one word stage • Holoprastic function • 1-2 years old The two word stage • Having syntactic and semantic
- 11. The multiword stage •between 2-3 years old •e.g Cathy build house
- 12. Are children are better than adults when attempting to learn a second language?
- 14. induction • Learning rules by self discovery • e.g. John danced and then he sang explication • Young learner would have great difficulty in understanding abstract and complex explanation in second language memory • This ability in which very young learner s are HIGH
- 15. table
- 16. A. The natural situation a natural situation for second language learning is one where the second language is experienced in a situation that similar to that which the native language is learned e.g. 5 years old girl from New York goes to Tokyo with her parents
- 17. 1. Characteristic of the natural situation 2. Decline of beneficial social interaction with age 3. With age, language is more essential for social interaction 4. Older children can have problems
- 18. 1. The classroom is isolated from other social life 2. Everything is planned, little is spontaneous 3. Learning language as part of group and not as individual