Psycholinguistics and language acquisition
Psycholinguistics is an integration of two disciplines; psychology and linguistics. Psychology is
the study of mind and behavior; linguistics is the study of language. So, in general,
psycholinguistics can be defined as the study of mind and language. It is concerned with the
relationship between the human mind and the language as it examines the processes that occur in
brain while producing and perceiving language.
Psycholinguistics covers three main points; language production, language perception and
language acquisition. Language production refers to the processes involved in creating and
expressing meaning through language. Language perception refers to processes involved in
interpreting and understanding both written and spoken language. Language acquisition refers to
processes of acquiring a native or a second language.
Psycholinguistics has developed rapidly and expanded into several sub-disciplines:
1. Theoretical psycholinguistics.
It focuses on theories of language relating to human mental processes in language, such as
phonetics, diction, syntax and discourse.
2. Developmental psycholinguistics.
It is related to language acquisition, both first language acquisition (L1) and second language
acquisition (L2).
3. Social psycholinguistics related to the social aspects of language, including social identity.
4. Educational psycholinguistics discuss general aspects of formal education at school,
including the role of language in teaching reading teaching proficiency, and improving language
ability to express thoughts and feelings.
5. Neuro-psycholinguistics focuses on the relationship between language, language production,
and the human brain. Neurology experts have managed to analyze the biological structure of the
brain and analyzed what happens with the input language and how language output programmed
and set up in the brain.
6. Experimental psycholinguistics covers and experiments in all language productions and
language activities, language behavior and language outcome.
7. Applied psycholinguistics concerned with the application of the findings of six sub-
disciplines of psycholinguistics explained before in certain areas that require it, including
psychology, linguistics, language learning, neurology, psychiatry, communications, and
literature.
Language Learning and Language Acquisition
The term is used for infants acquiring their native language (first language acquisition) and for
those learning a second or foreign language (second language acquisition). Some experts use the
term ‘language learning’ and some use the term ‘language acquisition’. ‘Language learning’ is
used because some experts believe that second language can be master by learning the language
intentionally and consciously. This is different from the first language and mother tongue which
is acquired naturally and unconsciously without a formal setting. The term of language
acquisition is used because it is believed that second language or third language is acquired
either formally or informally.
Factors Affecting Language Learning
Some students learn a new language more quickly and easily than others. This fact related to the
crucial factors influencing success that are largely beyond the control of the learner. The factors
affecting language learning are:
a. Intelligence
The term 'intelligence' has traditionally been used to refer to performance on certain kinds of
tests. These tests are often associated with success in school, and a link between intelligence and
second language learning has sometimes been reported.
b. Aptitude
Specific abilities thought to predict success in language learning have been studied under the title
of language learning 'aptitude'. Research has characterized aptitude in terms of the ability to learn
quickly. Thus, we may hypothesize that a learner with high aptitude may learn with greater ease
and speed but those other learners may also be successful if they persevere.
c. Learning Style
The term 'learning style' has been used to describe an individual’s natural, habitual, and preferred
way of absorbing, processing, and retaining new information and skills. Some people say that
they cannot learn something until they have seen it. Such learners would fall into the group
called 'visual' learners. Other people, who may be called 'aural' learners, seem to learn best 'by
ear'. For others, referred to as 'kinesthetic' learners, a physical action such as miming or role-play
seems to help the learning process. These are referred to as perceptually-based learning styles.
d. Personality
A number of personality characteristics have been proposed as likely to affect second language
learning. It is often argued that an extroverted person is well suited to language learning.
e. Motivation (Intrinsic)
Motivation has been defined in terms of two factors: learners' communicative needs and their
attitudes towards the second language. If learners need to speak the second language in a wide
range of social situations or to fulfill professional ambitions, they will perceive the
communicative value of the second language and will therefore be motivated to acquire
proficiency in it. Likewise, if learners have good attitudes towards the speakers of the language,
they will desire more to learn it.
f. Motivation (Extrinsic)
Teachers also influence on students’ behavior and motivation in language learning. Teacher is
one of students' reasons for studying the second language or having good attitudes. Teachers can
give a positive contribution to students' motivation to learn if classrooms are places that students
enjoy coming to because the content is interesting and relevant to their age and level of ability,
the learning goals are challenging yet manageable and clear, and the atmosphere is supportive.
g. Culture and Status
There is some evidence that students in situations where their own culture has a lower status than
that of the culture in which they are learning the language make slower progress. Social factors
at a more general level can affect motivation, attitudes, and language learning success.
h. Age
Second language learning is influenced by the age of the learner. Children, who already have
solid literacy skills in their own language, seem to be in the best position to acquire a new
language efficiently.
