The Psycholinguistic Standpoints in English Speech Activity
DOI:
https://doi.org/10.18662/brain/11.2/83Keywords:
English speech activity, Speaking, Reading, Listening, and Writing, psycholinguistic standpoints, foreign language learning, students.Abstract
The correlation between English speech activity and psycholinguistic standpoints of foreign language learning has been shown as well as the empirical analysis of their connection has been conducted. The purpose of the article is to identify the correlation between English speech activity and psycholinguistic standpoints. The theoretical, empirical, statistical methods have been used to reach the purpose. To check the effectiveness of applying psycholinguistic principles to English speech activity the empirical (diagnostic) methods such as testing (oral and written), observation, and discussion were used. The pedagogical experiment with the students of H.S.Skovoroda Kharkiv National Pedagogical University and Yaroslav Mudryi National Law University was also conducted. The pedagogical experiment showed the effectiveness of developing English speech activity based on the psycholinguistic standpoints. The statistical methods helped to evaluate the results of the pedagogical experiment. Apprehending the correlation between psycholinguistic standpoints and English speech activity (Speaking, Reading, Listening, and Writing) training is really topical since it helps to define the most effective methods of the foreign language teaching and learning. The psycholinguistic components (motivational and cognitive, analytical and technological, reflexive, emotional and evaluation ones) have been described from the standpoint of psycholinguistics. All types of English speech activity have been researched as for their correlation with psycholinguistic components.References
Adler, R., Rosenfeld, L. & Proctor, R. (2001). Interplay: the Process of Interpersonal Communicating (8th ed). Harcourt.
Carruthers, P. (1998). Language, Thought and Consciousness: an Essay in Philosophical Psychology. Cambridge University Press.
Drozdzial-Szelest, K., & Pawlak, M. (2013). Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching. https://link.springer.com/book/10.1007%2F978-3-642-23547-4
Eghlidi, M., Talebinezhad, M. R., & Fard, Z. R. (2017).
Psycholinguistic Perspectives and Contributions of ELL and ELT. Journal of Applied Linguistics and Language Research, 4 (7), 317–335.
https://pdfs.semanticscholar.org/d35b/82371b787641d8737e0aecdd3fd540b67ecc.pdf
Flogie, A., Aberšek, B., & Pesek, I. (2019). The Impact of Innovative Learning Environments on Social Competences of Youth. Research in Learning Technology, 27, 1–14. https://doi.org/10.25304/rlt.v27.2214
Hulstijn, J. H. (2007). Psycholinguistic Perspectives on Language and its Acquisition. In J. Cummins & C. Davison, (Eds.), International Handbook of English Language Teaching (pp. 83–795). Springer. https://doi.org/10.1007/978-0-387-46301-8_52
Karimvand, N. K. (2011). Psycholinguistic Perspectives on Comprehension in SLA. Journal of Language Teaching and Research, 2 (6), 1268–1273. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.897.2465&rep=rep1&type=pdf
Kostikova, I., Viediernikova, T., Holubnycha, L., & Miasoiedova, S. (2019). The Competency-Based Approach to Passing First Certificate in English. Revista Romaneasca pentru Educatie Multidimensionala, 11(1), 117–130. https://doi.org/10.18662/rrem/100
Leontyev, A. N. (2009). Activity and Consciousness. Marxists Internet Archive. https://www.marxists.org/archive/leontev/works/activity-consciousness.pdf
Lyons, J., & Le Page, R. (1981). Language and Speech [and Discussion]. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 295(1077), 215–222. www.jstor.org/stable/2395736
Mačianskienė, N. (2011). Developing Institutional Language Policy. Santalka: Filologija, Edukologija, 19 (2), 158–167. http://dx.doi.org/10.3846/cpe.2011.17
Marx, A., Heppt, B., & Henschel, S. (2017). Listening Comprehension of Academic and Everyday Language in First Language and Second Language Students. Applied Psycholinguistics, 38 (3), 571–600. https://doi.org/10.1017/S0142716416000333
Miller, G. A. (1990). The Place of Language in a Scientific Psychology. Psychological Science, 1(1), 7–14. https://doi.org/10.1111/j.1467-9280.1990.tb00059.x
Oxford, R., Rubin, J., Chamot, A., Schramm, K., Lavine, R., Gunning, P., & Nel, C. (2014). The Learning Strategy Prism: Perspectives of Learning Strategy Experts. System. https://doi.org/10.1016/j.system.2014.02.004
Sadagopan, N., & Smith, A. (2008). Developmental Changes in the Effects of Utterance Length and Complexity on Speech Movement Variability. Journal of Speech, Language, and Hearing Research, 51, 1138–1151. https://doi.org/10.1044/1092-4388(2008/06-0222)
Sapir, E. (1921). Language: an introduction to the study of speech. Brace. https://www.ugr.es/~fmanjon/Sapir,%20Edward%20-%20Language,%20An%20Introduction%20to%20the%20Study%20of%20Speech.pdf
Steinberg, D. D., Nagata, H., & Aline, D. P. (2013). Psycholinguistics: Language, Mind and World. Routledge. https://doi.org/10.4324/9781315846330
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
BRAIN. Broad Research in Artificial Intelligence and Neuroscience Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
