PSYCHOLINGUISTICS

I.
II.
1.
2.
3.

4.
5.
6.
7.

8.
9.

10.

11.
12.

13.
14.

15.
16.

17.
18.

Write the definition of each concept, you can use your own words without getting too far from the authors
definition, dont forget to write at least one sentence for each one.
You have 4 days to send it back complete (without grammatical mistakes), if you have any question with any of
the items we can get together before the exam on Thursday 11 or Friday 12 at 10:10 am classroom number 3.
Psycholinguistics
Psycholinguistics is the behavior of the mind in relationship with the process to talk.
Transfer
Transfer is the knowledge from mother tongue into the second language.
Habit formation
The habit-formation process is essentially the same as when a pigeon's behavior is shaped, so that it pecks at the correct discs in order
to obtain food.
Second language learning
The process by which people develop proficiency in a second or foreign language.
First language learning
The learning and development of a persons native language. Chomsky got a special interest how the children learn to L1.
Chomsky Vs Behaviorist view about First Language Acquisition
These enable speakers to create and understand an infinite number of sentences, most of which they have never encountered before.
Contrastive analysis hypothesis
L2 errors are the result of differences between the learner's first language and the target language. The strong form of the hypothesis
claims that these differences can be used to predict all errors that will occur.
Interference errors
According to behaviourist theory and the contrastive analysis hypothesis, this kind of error ought to predominate.
Innate capacity for acquiring language
Factor such as those just discussed have led many people to believe that children are born with an innate capacity for acquiring
language. To describe this capacity, the term "language acquisition device"
Behaviorist approach to language learning
The child's environment is seen as exerting a major influence. It provides both the models, which the child imitates, and the rewards,
which make learning, take place.
Verbal behavior
Stockwell (1965) distinguishes three type of choice
Stockwell distinguish three types of choice:
1.- No choice at all;
2.- Optional choice;
3.- Obligatory choice
Interference
Interference is the structure of the second language is not the same than structure of first language.
Dan Slobin (1973 )
Dan Slobin showed how children in several communities use two-word utterances to express a similar range of meanings. There is also
evidence from later stages of an intimate relationship between cognitive and linguistic development.
Dan Slobin has looked at children's acquisition sequences and errors in various languages and suggest that the child has a number of
"operating principles" for making sense of language data.
Robert Lado
Contrastive analysis
Contrastive analysis had both a psychological aspect and a linguistic aspect. The psychological aspect was based on behaviourist
learning theory, and the linguistic aspect, in the first place at least, on structuralist linguistics.
Positive transfer
When first language habits are helpful to acquiring second language habits.
Why do learners develop different?

19. Non linguistics factors

Are: motivation for learning, opportunities for learning and ability for learning.
20. Culture shock
The culture shock refers to the personal disorientation a person may feel when experiencing an unfamiliar way of life or exposure to a
new culture
21. What is motivation?
Reason to do something or something that push you.
22. Lingua Franca
When English is learned for this international functions, is not because people want to be in contact with the native speaker but for
communication.
23. Positive attitude
The learner with more favourable attitudes will wish for more intensive contact with the second language community.
24. Personality
As with cognitive factors, a number of personality characteristics have been proposed as likely to influence second language learning.
These proposals are often supported by observation or intuition, but it has not proved easy to demonstrate them in empirical studies.
25. Age
The learners of English aged between 11 and 15 acquired grammar but not pronunciation more quickly than children aged between 6
and 10.
26. Necessity to communicate
27. Foreign Language
You learn it out of the context and it is not your mother tongue.
28. Integrative motivation
He wants to learn their language in order to communicate with them mr satisfactorily and go again closer contact with them and their
culture.
29. Instrumental motivation
A learner with instrumental motivation is more interested in how the second language can be a useful instrument towards furthering
other goals, such as gaining a necessary qualification or improving employ-ment prospects.
30. Second Language
You learn the language when you are in a foreign country and you need it to communicate.
31. Psychological barriers to communication.
The anxiety can turn into a psychological barrier.
32. The input received by children, comprehensible, relevant, and not too complex
Exposed to this kind of input, the learner's natural acquisition mechanisms can operate, picking out the structures for which they are
ready at any given time.
33. Learners feel anxious or insecure
34. An introvert learner
35. Attitudes towards the culture, or people
When a learner is favourably disposed towards the speakers of the language he is learning, there are two main reasons why his
motivation is likely to benefit.
36. When teachers overgeneralize
For example: when teaching "HOT" to an early learner when teaching them not to touch something, they may say "HOT" every time
they are not supposed to touch something, regardless of its temperature.
37. Overgeneralization
Rules based on categories which predict how the different items will behave.( this predictions will sometimes be wrong).
38. Errors
Its called error when someone says something wrong, but misunderstand the right way to say it, so the person commits the same
error always.
39. Mistakes
Its when someone says something wrong, but the person knows the right way to say it. It is caused by a distraction or just a slip.
40. Internal syllabus
Is all that you know about the second language.

41. External syllabus

Its an external factor that you use in the second language. For example the board, the books, the notebooks.
42. Generalization
Generalization is, of course, a fundamental learning strategy in all domains, not only in language. In order to make sense of our world,
we allocate items to categories; we construct "rules" which predict how the different items will behave.
43. Linguistics
The study of the language and the way languages work.
44. Morphology
The study of the formation of words.
45. Syntax
The study of the formation of the sentences.
46. Grammar
The study of the way the sentences of a language are constructed; morphology and syntax.
47. Fossilization
When you cannot recognize your errors and you still making that mistakes.
48. The Monitor model
Consists of five central hypotheses. In addition, it makes reference to a number of other factors which influence sla and which relate to
the central hypotheses.
49. Krashen
50. Acculturation
Is the process of adopting to a new culture. This involves developing an understanding of the systems of thought, beliefs, and emotions
of the new culture as well as its system of communication.
51. Accomodation
According to this theory, various social and psychological factors govern the extent to which learners are able to adapt to the target
language culture and, thereby, acquire the L2.
52. Nativization
Indigenization of a language; what was once a second language in a culture evolves into a language accept as "native" or standard.
53. Learning
Occurs as a result of conscious study of the formal properties of the language.
54. Acquisition
Occurs subconsciously as a result of participating in natural communication where the focus is on meaning.
55. Describe the two basic kinds of needs, functional and social
56. Littlewood 1984
57. Linguistic competence
58. Proficiency
Many different criteria have been used, including classroom grades, performance in multiple-choice tests, imitation of sentences, cloze
tests, knowledge of grammar, listening or reading ability, and oral production skill.
59. The emotional climate of the learning situation
Anxiety can turn into a psychological barrier.
Anxiety is an obstacle to the learning process.
60. Telegrfic speech
Lank of inflections and many small functions words (two words to form an utterance). Ex. WorkS, ing, er, aholic, ed.
61. The development of transformation
62. Competence
What a person know about language.
63. Performance
What a person can do with language.
64. Language acquisition device
Capacity to acquire ones first language. The LAD is a system of principles that children are born with that helps them learn language,
and accounts for the order in which children learn structures, and the mistakes they make as they learn.
65. Critical period

Is the period in which the babies are young and they need to learn anything by making synapses and in this way, they have more
capacity to retain more information or learn more and new knowledge.
66. Characteristics of the Caretaker speech
Caretaker speech seems particularly well suited to helping the child to learn the rules and meanings of the language.
Characteristics:
It is generally spoken more slowly and distinctly.
It contains shorter utterances.
It is more grammatical, with fewer broken sentences for false starts.
It contains fewer complex sentences (e.g. with two clauses)
There is less variety of tenses.
The range of vocabulary is more limited.
There is more repetition.
The speech is more closely related to the "here-and-now".