Psycholinguistics and second language components (VOCABULARY (PRODUCTION…
Psycholinguistics and second language components
The way in which entries are stored in the mind.
How the listener identifies words.
DESCRIPTION OF THE SOUNDS UNITS OF LANGUAGE
Users store many different versions of a single phoneme.
Listener is enabling by the speaker to build up detailed record of how this group realices phonemes of words.
KNOWLEDGE OF LANGUAGE
Capacity to produce speech rapidly is independent upon, group of words stored in the mind as pre-assembled chunks.
Psycholinguistics and four second language skills
Those pahses include interests motivation of students, purpose of listening and noise in the environment.
Constructing syntactic frame.
Converting abstract plan into a string of words.
Adjusting the phonological sequence, linking syllables to fingers.
Idea generation and planning to express it.
Producing the utterance
Focusing the attention on the message for checking accuracy, clarity and appropiateness.
To hold decoded words in their minds until the end of a clause or sentence.
Words are stored in a kind of phonological form.
"Voice in the head" maybe a relic of how Reading is acquired, in the other hand it serves to separate recall part of a sentence from the visual processing of the current Word.
Reading skill is mainly mesning- based activity as proven by the psycholinguistic approach.
Allowed for planning and self-monitoring.
The substitution of orthography for phonology.
It is expected to be more precise, concise and polished tan that of speaking- emphasizing the improtance of the planning and monitoring phases.
PSYCHOLINGUISTICS AND SECOND LANGUAGE TEACHING METHODS
Second language teaching, particularly ELT, has undergone a number of radical changes over the last 150 years. Richards and Rogers (2002) say that methods of teaching derive from theorical methods of language and learning.
SHORT - LIVE METHODS
Generative grammar linguistics and cognitive psychology.
To understand and produce
novel combinations in a potentially infinite number of sentences.
The Natural Approach (NA)
attempt to provide a theoretical description the processes involved in second-language acquisition than it is
a body of innovative techniques for teaching.
But it is essential to say that in the natural
approach, language output is not forced,
Content-based instruction (CBI)
It organizes language teaching around the
subject that students need to master,rather than around a linguistic syllabus, and uses
the target language as a means to present the subject matter.
Communicative language teaching (CLT)
sets as its goal the teaching of communicative competence more than grammatical or linguistic competence
Task-based language teaching (TBLT)
TBLT focuses more directly on the instructional factor, stressing the
importance of specially designed instructional tasks as the basis of learning.
Total physical response
its unique characteristic to be the learners’ performance of physical actions in response to the teacher’s commands in the target language.
His idea is that memory will be enhanced by motor activity with the result that language will be more easily remembered and accessed.
Howard Gardner's multiple intelligences theory
MIT is a rationalist model that describes nine different
intelligences. It has evolved in response to the need to reach a better understanding of
how cognitive individual differences can be addressed and developed in the classroom.
. It emphasized the learning of speech acquiring meaning in environmental context and grammar through induction.
The value of introducing a second language to a learner excactly as the native language had been exoerienced.
Child learing its native language.
Repetition and mechanical drills involving words as stimuli and responses were considered to be the essence of learning.
Production of speech and understanging.
The explicit explanation of gramatical rules using th native language.
The use of translation, in the native language, to explain the meaning of vocabulary and structures.