psycholinguistics
Definition of psycholinguistics | Greg | November 6th, 2001
TBLers,
I have just finished reading an article by Nunan called 'Task-based Syllabus Design: Selecting, Grading, and Sequencing Tasks in Tasks in a Pedagogical Context, Eds Crookes an Gass 1993.
Nunan states that syllabus designers require "a real-world rationale which allows tasks to be related in principled ways to the things which learners wish to do outside the classroom" (Pg. 66). He distinguishes earlier in the paper real-world tasks that are meant as a rehearsal to real-world activities and pedagogic tasks which require learners to do things which they would not have to do outside of the classroom. Makes sense, his point is that we should try and link tasks to the outside world and these tasks should be based on a needs analysis of the learners. The part I am having difficulty with is that the rationale for pedagogic tasks is psycholinguistics and we should draw upon SLA Theory/research.
What the heck is psycholinguistics if it isn't SLA theory? See if you can make sense of this quote and if you can explain it to me, well, then, I would be indebted to you:
"The vast majority of available research has concerned itself with a psycholinguistically motivated rationale for selecting sequencing tasks" (page 66 of above reference).
Any help would be welcomed. In the meantime, I will throw myself into Peter Skehan's 'A Cognitive Approach to Language Learning' and see if I am able to come up with an acceptable answer. I will post a message if I am able to uncover the meaning of the elusive 'psycholinguistics'.
Confused in Japan,
AKA Greg
Re: Definition of psycholinguistics | Dominic | November 6th, 2001
Greg,
I haven't read the Nunan so here is a general too oversimplified answer.
Psycholinguistics is the study of language learning based on physiology. If you like it, you say that it unlocks how the brain actually works and actually learns languages, free from ideological, especially humanist, educational theories. If you don't, you say it is anatomically determinist and overlooks the role of environment, previous knowledge and motivation in language learning.
For psycholinguists most of SLA theory is irrelevant since it tries to predict how languages are learnt in particular environments (exactly the opposite of it's scientific bent) and particularly those parts which become involved in ideological debates (van Lier on "Why students should have choices in class: because it is good for them as a moral person" is an example). For SLA theory, psycholinguistics can contribute information about the anatomical limits of language learning (For example: Swedish speakers learn English so well because by the age of 6 months they can already differentiate 21 vowel sounds! Still, don't forget, ABBA had to want to learn).
All the best with a difficult topic,
Dominic
Re: psycholinguistics | Jake | November 7th, 2001
Good question, I think, and one I'd like to comment on.
Psycholinguistics (my take) refers to the mental processing that goes into learning languages. I'd say simply that it's a way of looking at how our brains work toward producing and understanding language. It deals with long and short-term memory, how input becomes intake, and the like.
Research Nunan was referring to was probably the work done concerning the factors that affect speech production; examples being the effect of planning time on output and communication strategies, etc. This type of research would certainly weigh in on the PPP vs. TBL discussion we've seen here lately. Grammar and how we learn it, the role of critical period, would be included here too.
Assumptions about language learning can be found in the intro of every textbook. Over time you can see how they've progressed from behaviorist models up to notional-functional and now TBL books. Nunan's latest (Expressions) should be out on the shelves soon in order to take advantage of the Internet fad.
Skehan made some interesting comments regarding the economic necessity of publishers to keep their products available to as inclusive a group as possible (don't want to limit the customer base). With this reality in mind I can hardly imagine SLA researchers having that much input on how syllabuses are designed and sequenced. I'm really curious as to how much pressure publishers put on book writers who aren't courting the status quo.
I'll end here by saying I really enjoyed Skehan's book but I'm sad to say it'll need another going over to take it all in. You should like it but beware it's not candy.
Jake
Re: Definition of psycholinguistics | Jerry Talandis Jr. | November 6th, 2001
Hi Greg,
This is Jerry, your neighbor from Toyama. How do you define psycholinguistics? Have you figured it out yet? Is this question dated?
Well, without the benefit of looking at a dictionary, just off the top of my head, I'd say that psycholinguistics is the field where psychology and linguistics meet. That would mean looking at the psychological factors behind language acquisition and learning. It probably covers real intricate things, such as how the mind learns a language, and possibly broader areas such as how psychological states of mind effect language learning. It does seem real close to SLA.
"The vast majority of available research has concerned itself with a psycholinguistically motivated rationale for selecting sequencing tasks (page 66 of above reference)".
The thing to figure out is how the author defines it. Again, off the top of my head, it seems that the author here is just making a statement about where the rationale for selecting task sequences came from. This is one of those passages that I usually glance over. Good for you to struggle with it!
Jerry
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