PSYCHOLOGY AND LANGUAGE Essays - Linguistics, Cognition,

PSYCHOLOGY AND LANGUAGE APPLIED LINGUISTIC 139636517907000 Group Name : MARISYE FITRI K (14432013) ALFIYAH (14432014) ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF GRESIK 2017 PREFACE Assalamualaikum Wr. Wb Alhamdulillahhirobil'alamin gratitude we pray that the presence of Allah SWT has given grace and guidance to us all, so that we can finish this paper which titled "Psychology and Language - Applied Linguistics " As a teacher we should have professionalism. But only professional is less, we should always upgrade and refresh our ability and our knowledge in teaching world. We should always develop our professionalism every time. We can studying with any media such as book, internet, or our friend's experience, etc. We are indebted and would like to thank the lecturer who always provide direction and guidance to facilitate the preparation of this paper. And to friends who have given us the spirit and encouragement so that this paper can be resolved. Hopefully this paper can be useful to readers in general and we beg criticism and suggestions for better progress. Wassamu'alaikum Wr. Wb. Gresik, April 5 th , 2017 Writer TABLE OF CONTENT Cover........................................................................................................................i Preface.....................................................................................................................ii Table of Content..............................................................................................iii Background......................................................................................................4 Social Psychological Factors...........................................................................5 Conclussion......................................................................................................6 References................................................................................................................7 BACKGROUND The main area of overlap between linguistics and psychology is in the domain known as psycholinguistics. The field expanded in the 1960s as a response to the intellectual excitement generated by the work of Chomsky. Then the question of what linguistics a psychologist needed to know was relatively clear. As the goal for psychologists of language was to investigate the psychological reality of grammars, notably transformational grammar, then clearly psychology courses needed to provide students with a sufficient grounding in Chomskian syntax to evaluate the evidence. This fairly direct mapping between linguistics and psychology held sway for a number of years. Over time psychologists became less enthused by this direct relationship between the concerns of linguistics and psychology. From the later 1970s onward the range of research questions which psycholinguists wished to address widened and depended far less on a direct relationship with linguistics. This made it harder to define the linguistics that a psychologist needed to know. The leading US psychologist Kintsch (1984) advocated a new approach to the relationship between psychology and linguistics. He asserted that psychologists need to draw on linguistics, but he emphasised that this must be guided by the phenomena of study. For Kintsch, interested in how people understand complete texts, there is little of relevance in theories of sentence syntax but much to be learned from text linguistics. This pragmatic approach to the relationship between psychology and linguistics has implications for the curriculum. Altmann (1997) describes the relationship between linguistics and psycholinguistics. 'Linguistics provides a vocabulary for talking about the ways in which sentences are constructed from individual words and the ways in which words themselves are constructed from smaller components ... psycholinguistics attempts to determine how these structures ... are analysed to yield meaning ... If linguistics is about language, psycholinguistics is about the brain.' Psychologists then need to learn at least enough linguistics to have this systematic vocabulary and conversely linguists need to have a grasp of cognitive processes and their possible neural underpinnings. SOCIAL PSYCHOLOGICAL FACTORS In general, during the past two decades, research in second language learning increased as a result of advance in the areas of general linguistics, psycholinguistics, and cognitive psychology. It is now clear that psychological and sociological factors occupy a major role in second/foreign language learning. The cogn itive approach is important but not sufficient; it has to b e accompanied with an affective approach. It was R.C. Gardner (1958) who first indicated that studies held to predict achievement in a second language lacke d the incorporation of personal characteristics such as interest, motivation and effort. He suggested the idea of laun ching studies which account for the ignored motivational v ariables and test whether these are independent of the aptit ude factors. Brown (1973) talks of a need to establish secon d language acquisition theories and methods based on both cognitive and affective principles. Ernest Hilgard go es further to say that unless a role is assigned to affecti vity, purely cognitive theories of learning would be rejected (cited