Psycholinguistics+-+Introduction

The subject of **//Psycholinguistics//** seems both interesting and rather complex for students (sometimes for tutors too). Part of the reason lies in the field being rather broad. Not surprisingly, various institutions of higher learning cover different aspects of Psycholinguistics.

For purposes of this module (DELS 123: Psycholinguistics 1 ), we shall cover the following selected areas within the broad field of Psycholinguistics: theories of language acquisition, second language learning, contrastive analysis and error analysis. The course is oriented towards the application of theories in these selected fields to the teaching-and-learning of a (second) language. In this case, contextualising the theories will be central in the teaching and learning process. Emphasis will also be placed on the relationship between these theories and the challenges of teaching-learning a language and of (second) language acquisition.

To begin with, we are going to break down the term Psycholinguistics. Psycholinguistics is a combination of two different studies in one: The **one**, the "**psycho- **" aspect describes and explains two things:
 * 1) the process humans go through in order to learn/acquire/master a language and
 * 2) the (socio-psychological-//cum//-environemental) factors that influence that process. In other words, the "psycho-" aspect of psycholinguistics deals with the //how// and (by implication) the //why// of learning a language.

The **other**, "**-linguistics **" aspect studies the product or output from the psycho- aspect (i.e the process + socio-psychological and enviromental factors affecting the process). In other words, the -linguistic aspect (attempts to) explains the language learned at a particular time and in the various forms in which that language product (or interlanguage) manifests itself (the morphology, phonetics, syntax, semantics and pragmatics).

The above definition per se, prompts one to ask the following questions:
 * 1) What goes on in the human being, or in the **//human language faculty//** when a person is learning/acquiring or processing a language?
 * 2) What do we mean when we say someone "knows" a particular language?

This Unit will focus on two issues. First, we shall deal with theories related to human language. In particular, theories or approaches related to how a language is acquired or learned. That is, both first language and any subsequent language learned/acquired. Second, we shall establish //**the implications of these theories for the practice** // of teaching-and-learning English Language. Withing this scope, we shall discuss selected theories such as error analysis and contrastive analysis in relation to their impact on English language teaching-and-learning in our context. Please use the outline in the column to the left, to go to the the various subsections of the Unit, make your contributions and learn from others.

**NB**: When making contributions (from pages other than from the **Discussion** page) make sure you click on the "**Save**" button (at the top right of the page you are working on). From the **Discussion** page, simply click on the **Post** button and your entry will be posted for sharing with others!

To begin with please go to theories of language acquisition.