TEDI CAHYONO

A1B009091

PSYCHOLINGUISTICS
REFLCTIONS

FKIP

2012

UNIVERSITY OF BENGKULU

PREFACE This paper is arranged to complete as assignment of psycholinguistics subject that is held by Ms. Hilda Puspita. This paper will reflect during the learning, those are: What I learn? Why I need to learn? How I learn? And also what are the implications?

This is a reflection after I learn Psycholinguistics, and because the reflections above, I will divide this paper to be four chapters. I hope this paper will be useful for education globally and personally for the people that use this paper. I aware that there are still many mistakes and errors in arranging this paper, and I hope it can be learning for me to be better and better. Finally, I just want to say thank you for reading this paper. Bengkulu, May 2012

TediCahyono (A1B009091)

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CHAPTER I WHAT I LEARN? 1. BRAIN AND LANGUAGE The Human Brain 1. The Cerebral cortex 2. The Cerebral hemispheres 3. The lobes of the cortex Investigating the brain 1. Autopsy studies This technique was the most often carried out with patients who were admitted to hospitals displaying a neurological disorder. 2. Images of the living brain 3. Autopsy can be carried out only after the patients death. Images of the living brain technique was developed to map the brain of a person who was about to undergo neurosurgery. 4. Learning from hemispheric connections and disconnections a. Dichotic listening studies Dichotic listening studies have been extremely important in the accumulation of the knowledge we possess about the specialization of the cerebral hemispheres. The technique capitalizes on the property of the brain . b. Split brain studies Aphasia 1. Non-fluent aphasia It results from damage to parts of the brain in front of the central sulcus. In this type of a aphasia, the patient is completely mute. Of the less severe forms, Brocas aphasia is the most important.

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2. Fluent aphasia This type stands in sharp contrast to non-fluent aphasia. Fluent aphasics have no difficulty producing language, but have a great deal of difficulty selecting, organizing, and monitoring their language production.

Acquired dyslexia and dysgraphia 1. Reading and writing disturbances in aphasia 2. Acquired dyslexia as the dominant language deficit

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2. FIRST LANGUAGE ACQUSITION

Behaviourism

Habit formation (hearing (input) & respons (stimulus))

1st Language Acquisition

Nativism LAD & UG ; Rule formation

Contrastive Analysis Contrastive Analysis is comparing 2 languages (mother tongue and target lnguage) to find the similarities & differences. If there are many similarities, it will be easy to learn. But, if there are many differences, it will be difficult to learn.

If = easy If difficult

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3. THE STUDY OF LANGUAGE ACQUSITION Negative Formation 1. No/not . . . . 2. Dont . . . . 3. Nobody . . .

Child negative formation Headshake Verbal (no always in front) no will be put between S & V

Question Formation 1. Raising intonation 2. The way to form Wh- question a. No auxilary Example: where you go?, why you go?, etc. b. Wrong putting auxilary Example: Where you will go c. Correct Example: Where you will go?

Acquisition of Semantic 1. Concrete before abstract 2. Overextensions 3. Underextensions : moon = circle : pigeon = bird

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4. CLASSIFICATION OF LANGUAGE ERROR 1. Patterns 2. Causes Interlingual errors Intralingual errors : mother tongue : During the learning Ommission errors Addition errors Misinformation Misordering : she bring (without s) : I goes (with es) : error in grammar : error in place

Communication strategy - Based errors Induced errors

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5. SECOND LANGUAGE ACQUSITION The field of second language (SLA) research investigates how people attain proficiency in a language that is not their mother tongue. The Study of SLA

L1

InterlanguageGrammar

This diagram illustrates the fact that second language learners have interlanguage system. Interlanguage itself is a system of metal respirations influenced by both the first and the second language and has features of each. Phonological Transfer English target Have [hv] French speaker [v] German Speaker [hf]

The form in the table above produced by the French speakers reflects the fact that French lacks the phoneme /h/ while the pronunciation associated with German speaker can be traced to the fact that German includes a rule of syllable final Obstruent Devoicing (with changes the [v] to a [f].

The role of the first language One the most easily recognizable traits of a second language learners speech is that it bears a certain resemblance to the first language. Learners phonological performance (pronunciation) is strongly influenced by the first language, it also happens for adults and beginning level children.

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Adult

Process the second language sound system through first language sound system.

Beginning level children

Similar to adults, but gradually rely on second language sound systems.

The new phonology is built on the base of first language in the early stage.

Less accent

The Role of First Language First language use and meaning focused input and output First language use and language focused learning First language use and fluency development

The nature of an interlanguage A German speaker learning Canadian English might pronounce the word eyes. One possible pronunciation of the English word eyes by German speaking learner Target form Result of Final Obstruent Result Devoicing /ajz/ [ajs] of Canadian

Vowel Raising [
js]

This example serves to show us something about the nature of an interlanguage: it contains features of both the L1 and the L2. The speech of second language learners can exhibit non-nativelike characteristics in any linguistic domain. When the interlanguage grammar stops changing, it is said to have fossilized.

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6. FACTORS AFFECTING SLA Individual Differences There are two kinds of factors in terms of which individuals can vary: Affective factor: It is divided into: Empathy: Ability to put oneself in anothers place Anxiety: two kinds, debilitating and facilitating anxiety. (not a trait, but a state: strength of anxiety one is feeling at one specific moment) Risk taking: willingness to take risks inhibition, and motivation

Motivations: 1. Instrumentals motivation It involves wanting to learn the L2 for a specific goal or reason. 2. Integrative motivation It involves wanting to learn the L2 in order culture or fit into it better. to learn more about a particular

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7. ANXIETY Anxiety is physiological state characterized by cognitive, somatic, emotional, and behavioral components. The types of anxiety based on symptom 1. Existential anxiety 2. Test anxiety Anxiety: The positive anxiety is a result of being in a situation of real danger. Positive anxiety efects include helping to alert humans of danger, motivating humans to action, and pysically preparing the body to fight or flee. Alerts humas of impending danger. motivating humans to action, means that anxiety helps to guide people in relation to daily decisions. the final of these positive anxiety effect is physicological arousal, which means that a persons body and accompanying chemicals are preparing the person to either fight or flee. The negative anxiety, which answer to, fears that only exists in our imagination.

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8. TEACHER TALK Teacher talk is that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners (Richards, 1992: 471). (Longman Dictionary of Language Teaching and Applied Linguistics )

Characteristic: 1. 2. 3. 4. 5. Rate of speech appears to be slower Pauses Pronunciation is clear Use basic vocabulary Degree of subordination is slower

Feedback Feedback is teachers evaluation of the students response. The function: let learner know how well they have performed Increase motivation Build a supportive classroom climate Strategies in giving feedback: Be honest Positive but do not offer empty praise Nonverbal feedback Try not compare the learners

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Instructions Clear Not ambiguity

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9. MULTIPLE INTELLIGENCES Multiple Intelligences is Howard Garners theory. Howard Garner states that all individuals have personal intelligence profiles that consist of combination of seven different intelligence types. Intelligence linguistic intelligence Logical-mathematical intelligence Visual-spatial intelligence Bodily kinesthetic intelligence Musical intelligence Intrapersonal intelligence Interpersonal intelligence Naturalist intelligence Existentialist intelligence Smart Word smart number/reasoning smart picture smart body smart music smart self smart people smart nature smart existence smart

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10. LEARNING STYLE AND STRATEGY DEFINITION Learning Style Learning Strategies

the general approaches that students use in acquiring a new language or in learning any other subject. These styles are the overall patterns that give general direction to learning behaviour (Cornett, 1983, p. 9)

specific actions, behaviours, steps, or techniques used by students to enhance their own learning

(Scarcella & Oxford, 1992, p. 63).

Style 1. Sensory Preferences Visual Auditory Kinesthetic tactile

2. Personality Types Extrovert Introvert Etc.

3. Desired degree of generality Holistic Analytic

4. Biological differences The time of the study

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Strategies Memory strategies Cognitive strategies Compensatory strategies Meta-cognitive strategies Affective strategies Social strategies

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CHAPTER II WHY I NEED TO LEARN? I learn many things in this subject, not only theoretically, but also can be practiced. I need to learn psycholinguistics, because from learning this subject, I can know how the process of language acquired. I can know what critical period is, when it is, so I can applied the theories in learning process, because I am a teacher to be.

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CHAPTER III HOW I LEARN? The method that we use in the learning process mostly discussion group, there will be a group that will present their material, then there will be discussion from the audiences (the other students), not only with the group who presented the material but also with the lecturer. But before the presentation, we usually have to search the materials that will be presented ourself, so we will have a preparation before presentation process.

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CHAPTER IV THE IMPLICATIONS? Implication in Teaching 1. If there is harmony between (a) the student (in terms of style and strategy preferences) and (b) the combination of instructional methodology and materials, then the student is likely to perform well, feel confident, and experience low anxietymake stuedents feel comfortable with the mothod of learning the teacher gives. 2. The teacher can set the appropriate materials for teacing by giving one-by one or combine all of styles of learningStrategies that fulfill these conditions make learning easier, faster, more Interesting 3. Students will be enjoyable, more self-directed, more effective, and more transferable to new situations. 4. The more that teachers know about their students' style preferences, the more effectively they can orient their L2 instruction, as well as the strategy teaching that can be interwoven into language instruction, matched to those style preferences.

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