Relations Between Psycholinguistic Approach
EĞİTİM Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 17, (2004) 26-36 FAKÜLTESİ DERGİSİ
www.omuegitim.edu.tr
RELATIONS BETWEEN PSYCHOLINGUISTİC APPROACH AND FOREIGN LANGUAGE LEARNING AND TEACHING RUHDİLBİLİMSEL YAKLAŞIM VE YABANCI DİL EĞİTİMİ VE ÖĞRETİMİ ARASINDAKİ BAĞLANTILAR
Mehmet DEMİREZEN
Hacettepe Üniversitesi İngiliz Dili Eğitimi Ânabilim Dalı Öğretim Üyesi, Bey t epe/A NKA RA
Özet
Yabancı dil eğitimi ve öğretimi atanında ruhdilbilimsel yaklaşımın temel konumu hep gözardı edilmiştir. Halbuki, bu alan yabancı dil Öğretimi ve öğretimi çalışmalarının ilk başlaiıcısıdır. Bu makalede ruhdilbilimsel yaklaşımın hem yabancı dil öğretimiyle hem de anadil öğretimiyle olan çeşitli İlişkileri tanıklarla belgelenmektedir. İncelemenin sonucunda, disiplinlerarası bir çalışma alanı olarak ruhdilbilimsel yaklaşımın aslında sorun çözücü bir bağlantı alanı olduğu ortaya çıkmakta, anadilden gelen etkilerin okuma-yazma-dinleme-konuşma becerilerinin ediniminde yabancı dil öğretimine olumsu: aktarımını önleyici bir katkısının olduğu belirlenmektedir. Abstract :
The basic status o f the psycholinguistic approach has always been disregarded in the field o f foreign language teaching and learning, /is a mat tar offact, this field o f study is the first initiator o f the area offoreign language teaching and learning. In this article, as a field o f interdisciplinary study, various relations o f the psycholinguistic approach to mother tongue teaching and foreign language teaching are investigated by giving solid sources. As a result o f this investigation it has been discovered that the psycholinguistic approach, in fact, as an interdisciplinaiy study, has a problem solving relation in ELT, and that it has a blocking function o f the negative transfers o f the interferences from the mother tongue to the target language in terms o f teaching reading-writing- listening-speaking skills.
Key Words ; psycholinguistics, psycholinguistic approach, behaviorism, neurolinguistics, biolinguistics, basic skills, mother tongue interferences, and English Language Teaching (ELT). Anahtar Sözcükler: ruhdildilbilimi, yaklaşım, nıddilbilimsel yaklaşım, davranış bilimi, sinirdilbilimi, yaşamdilbilimi, temel beceriler, anadilden karışmalar, yabancı dil öğretimi.
1. Introdiction psychology and linguistics. That’s why it is referred to as a hybrid field. According to Titone and Danesi Psycholinguistic approach takes (1985:31), the term psycholinguistics its name from the field of was coined by Pronko in 1946. psycholinguistics which is an However, a systematic theory was not integration of the two fields of Relations Between..\. / Ondokuımayıs Üniversitesi Eğitim Fakültesi Dergisi, 17,(2004), )6436
formulated uiitil 1950, Basically, 1 focused on the development of speech psycholinguistics is the study of relation in early childhood, especially studies on between language and mind. In general, I memory and mental| j associations it is defined as the study of the mental involved the use of language! processes that a person uses in In 1912, J. p . Watson producing understanding and storing I coined the term Behaviprfsm. By the language and how humans learn their 1920s, Behaviorism advanced in mother tongue and foreign languages. America and took over the mainstream The interdisdiplinary field of 1 of Experimental ! ! psychology. psycholinguistics emerged twice: once Behaviorists like J.B.Watson, L. in 1900s in Europe and once in the Bloomfield, and B. F. Skinner were able middle of the 2(ith century in the USA. to apply to human speech the same In early decades of the 20th century, “ principles that they applied to the linguists tumedj to psychologists for I description of other hupipn and non insights into how human beings use human kinds of behavior. The manner language. In the later period, in whichparents shape their children’s psycholinguists; turned to linguists for I utterances was described! bÿ! Skinner in insights into the nature of language” Verbal Behavior: (Carroll, 1994:12). Between these two In teaching the young child to periods, behavioristic views dominated 1 talk, the formal spectficktions upon the area. which reinforcement is contingent are I at first greatly relaxed, | A(iy response 2. The' Birth and the which vaguely resembles th^ standard Development of the Psycholinguistic behavior o f the community is reinforced Approach | I when these begin to ! appear more frequently, a closer approximation is Speech is one of the insistent upon. In this manner, very distinctive featutes of human beings ■ complex verbal forms may be reached ( that differs them from the other species. Skinner, 1957:29-30) So, its properties and functions in the I ; So, the acquisition pf language life of man is an indispensable part of in infancy was explained by means of psychological enquiry. Scientific the same mechanism of learning the psychology epierged with the I acquisition of other habits. In the development of the first psychological studies carried out between 1920s and laboratory at the University of Leipzig 1950s language development mainly in Germany inf 1879. Psychological 1 regarded as “a matter ■ oif1 imitation, point of view about language flourished practice and habituation” and with Wilhelm Wpndt (1832-1920) who psychologists supporting ^thp behavioral was trained in experimental psychology tradition regarded “conditioning as the and believed that the study of language main mechanism to account for could provide important insights into I language developmeijit”j ; (Stem, the nature of mind. Since he wrote 1983:302). The Empricist | theory of extensively about many different learning as well as the behaviorism aspects o f langpige, he is regarded as ■pointed out that the totality of human the master psycholinguistics. Between language comes from the experience. 1870 and 1900 most of the This period is generally rpg^rded as the investigations in child psychology “formative period” in the1 historical
26 Mehmet Demirezen / Ondokıızmayıs Üniversitesi Eğitim Fakültesi Dergisi, 17,(2004), 26-36
development of psycholinguistics learning of first language (Demirezen, approach. In this period, the following 1988:176-177). Soon after this, issues are made the job of Chomsky developed the Nativist psycholinguistics: 1. How people approach to unearth the riddles in comprehend language? 2. How do they learning the mother tongue by claiming produce it? 3. How and under what that mother tongue language learning is circumstances do they lose it? 4. How an inborn process. The findings of does a particular language affect biology and neurology, via the cognition, if at all? 5. Are there establishment of two new field namely, relations between the first and foreign biolinguistics and neurolinguistics, language learning? 6. Is there such a supported the ideas put forward by concept like mother tongue Chomsky. Especially with such interference? contemporary techniques of neurology By the early 1950s psychologists as PET (Positron Emission and linguists started to give and take Tomography), regional Cerebral Blood ideas between these two disciplines: in Flow Scanning and CAT (Computer 1960s with the rise of Transformational Assisted Tomography) still we continue Generative Grammar, which was put to learn the riddles on how languages forward by Chomsky, became very are learned, neurologically processed, popular and the psycholinguistic and remembered in both injured and approach, which tried to handle the healthy subjects. unknown in the first language According to Reber’s acquisition. These two cases gained a examination on the number of different theoretical ground for references in psycholinguistic studies in research. Chomsky and others, in 1987, he found that “they rose sharply particular the neuropsychologist, in the late 1960s, peaked in the middle Lenneberg, decided that language 1970s, and then fell off by the early development could not be defined with 1980s” (Carroll, 1994:17). Since the terms of behavioristic psychology. syntax-based models of Chomsky, In addition, the psychologist George McNeill and others ignored the Miller collaborated with Chomsky, semantic relationships, Blomm, Sobin, some articles and studies soon appeared Bowerman, Lahey, Reber, Schlesinger, in press. Thus, language development Fodor and others put forward the idea became a popular topic for investigation that the “generative rules of nativists and many scholars such as Braine, were failing to account for the functions W.Miller, S.M. Ervin, D. McNeil of language”(Brown,1994:28). contributed to the research on language Functualist aspect in the acquisition. During this period psycholinguistic approach widened the ‘'theoretical analyses of language viewpoint w ith t he i dea t hat” t he child development emphasized the role of grammar is semantic, not syntactic” and innate factor” (Carroll, 1994:17), An on the basis of cross-cultural studies, innate mechanism to process the Slobin and Brown concluded that “the linguistic data such as language early semantic rules are universal and acquisition device (LAD, hereafter) was that early mutimorpheme utterances are postulated. So, Mentalist and Rationalist governed by a small set of operations” ( (Cognitive) theories emerged with the Bhat,1991: 21). They claim that these psycholinguistic approach to explain the universals in rules indicate a general
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I I ' !! I ; pattern of cognitive development not Acquiring a langLage, which is specific innate structures. In the following years, to human beings, requires certain With the flourishing ideas fj on ! the perception skills| cognition abilities and importance of environment other mechanisms that are related with sociolinguistic approaches to the first language. The child’s mastery of his li^uage acquisition considerably native language jjn the first few years is improved. enabled by LAE), As it is asserted by I | Nowadays, psycho|iijguistic Kess “ the stages o^ learning the mother approach has increasingly been viewed tongue appear tq| be very similar across as a section of the interdisciplinary field languages and the principles which of (pognitive science which also \ covers guide the child’s formulations at computer science, philosophy, successive stages may well be neuroscience and other related fields. universal” (1992:318). Thus, in child As ' it is also indicated By I Kess, language acquisition research in order psycholinguistics is being “subsumed to discover what all children bring to under the larger scheme of research, in the process of learning, psycholinguistic thai truly broad interdisciplinary Activity approach make^ ' use of Universal that has come to be labeled as cognitive Grammar which is in a way an spi^nce” ( 1992: 25). n i expanded version
28 Mehmet Demirezen / Ondokuzmayıs Üniversitesi Eğitim Fakültesi Dergisi, 17, (2004), 26-36
semantic memory, pragmatic memory, According to Bhat (1991) as it is interim memory and the like are all proposed by Slobin “ ...development is dependent on psycho linguistic paced by the growth of conceptual and background (Demirezen 2002a-200b). communicative capacities...(and it) is Psycholinguistic approach paced b y t he growth o f perceptual a nd regards competence and performance as information-processing capacities”. distinctive features of knowing a In brief, psycholinguistics is language. Competence is defined as fundamental to not only mother tongue “one’s underlying knowledge of a learning but also to foreign language system, event, or fact .. .non-observable learning. It helps to develop language ability to do something” and learning pedagogy both in the field of performance is” observable ability to do first and second language learning. It something, to perform draws parallelisms to Stephen something”(Brown, 1994:31). This view Krashen’s monitor model and input was first put forward by Ferdinand de hypothesis, but it also claims that the Saussure as a distinction between natural approach, created by Krashen, is langue and parole in 1916. Later weak because it disregards the socio- Chomsky worked on linguistic psychological issues in teaching foreign competence and performance in 1965. languages. Yet competence and performance as terms are still inadequate to cope with 4. Strong Points of the the language learning process since Psycholinguistic Approach such new terms as communicative competence, pragmatic competence, Psycholinguistics and its and interlingual and intralingual offspring the psycholinguistic approach competence type, which all have can be regarded an integral part of psycholinguistic bases are being mother tongue learning and foreign developed. language learning because of the In addition to competence and following features; performance distinction, The notions o ffered by psycholinguistic approach points out the psycholinguistic approach have made difference between comprehension and important contributions to our production. According to this view, understanding of the first language while acquiring the first language, acquisition. It provided us with children understand more than they can “freedom from the restrictions of the so- actually produce and children’s called-scientific method- to explore the comprehension precedes production. unseen, unobservable, underlying Even adults understand more abstract linguistic structures being vocabulary than they ever use in speech, developed in the child” (Brown, so is tire case for child language and in 1994:28). In other words, instead of all aspects of language, c omprehension rejecting to study mental processes of a precede or facilitate production. child learning his mother tongue Findings from educational psychology claiming that is impossible to observe, give a great deal of support to this fact. psycholinguistic approach attempted to In the acquisition of all provide a description of the stages of languages, semantic learning is language acquisition process. dependent upon cognitive development.
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Owingj1 to Language Universals, solving the intrinsic difficulties in Universal Grammar and LAD, the idea language learning, which is the prime that humari Ibeings are biologically occupation of the psycholinguistic programmed for learning the first approach, cannot be regarded as an easy language improved and biolinguistics task. I I and neuroljn^uistics took over the further research on this issue. For 5. Psycholinguistic Approach example, neurolinguists developed the and Four Skills t | idea that learning is not only a biological process but also a The relations of the neurologicall pne, a matter of neuron psycholinguistic approach to ELT activation. In addition, cross-linguistic cannot be denied. Psycholinguistic studies brought many other evidences to research poses the following questions light. J | (Scovel 2002: 82): At wtiich production Starting from the generative stage is the language of the message is ‘'rule-governed” model of describing the decided? How are the corresponding child’s linguistic repertoire to Spolsky’s first language (LI) and second language parallel distributing processing model or (L2) words are related and why does connectionispi which proposes that code switching(both intentional and linguistic performance is a consequence unintentionally) occur relatively of neural interconnections, frequently? And in what ways does our psycholinguist! c approach exhibited mother tongue interfere with the rigorous attempts to provide a production of L2 speech? Why do we description of the child’s language usually speak more ( slowly and learning meqhanism. hesitantly in a foreign language than in The studies of psycholinguists our mother tongue? How do speakers approach on jhow an infant acquires Ü try t o c ompensate for t he g aps i n t heir language provide important information incomplete L2 system? By using the for other research areas. As it is also research background and research data stated by phat” the findings and from psycholinguistics oh 'four skills of observations of psycholinguistic language learning, following views can research have a significant impact in the be developed: ^ | areas of Iejn^uage teaching, speech therapy, stylistics and so on whose Psycholinguistic approach and description i s b eyond t he s cope o f t his the listening skill: | i work” (199U5). Psycholinguistic approach has The psycholinguistic clarified the | importance of the approach exerts usable irtfluences in the psychological reality of linguistic rules field of listening. With the help of in language learning and acquisition. psycholinguistic knowledge, teachers In sui|n, it is the psycholinguistic can increase the interest Lhd motivation approach that primarily forms the ways of students, reduce the intrinsic of language, lpaming and developing difficulty of listening fext and thus learning and I acquisition processes. It is prepare them for the listening activity. a real problem identifier, problem In accordance with the instructions of solver, and |a| facilitator. It must be the psycholinguistic approach, the borne in mind that specifying and then intrinsic difficulty of a listening text Mehmet Demirezen / Ondokuzmayıs Üniversitesi Eğitim Fakültesi Dergisi, 17, ('2004), 26-36
consists of the speed of the speech, text-based approach as a case of number of the unknown words (amount bottom-up processing so as to of intake in one class hour), interaction emphasize the comprehension activity. between previously learned topics and It also a dvocates t he u se o f i nside-the- the new topic to be learned. There are, head model (top-down processing) to in addition, extrinsic difficulties stress the fact that comprehension rests including interest, motivation of primarily on student’s knowledge base. students, purpose of listening, and noise So it can be said that reading skill is in the environment. mainly meaning based activity as Psycholinguistic proven by the psycholinguistic researchers have indicated that in approach. Psycholinguistic approach teaching listening, the intrinsic and points to the fact that a psycholinguistic extrinsic difficulties should be control on reading reduces the intrinsic overcome in order to reach to a highly difficulty of reading text by arousing the qualified listening activity. For instance, interest of the students onto the reading a well-prepared listening text, passage. It provides authentic materials consisting of 100 words, should include so as to increase the reading level. It averagely 5-10 new vocabulary items must be noticed that if the students are from a text book at pre-intermediate not properly exposed to authentic level. Moreover, the teacher should materials they may fail in seeing their make sure that the students are familiar relevance to the real world. with the topic treated in the upcoming text. The listening text, needless to say, Psycholinguistic approach and should arouse the interest of the the writing skill: students. Again, it must be borne in mind that it is a psycholinguistic ally Psycholinguistic approach has a proven fact that the students should be functional effect in the field of writing positively motivated for the listening in accordance with the mistakes on activity before, while and during the graphic notation. Similarly, it has a class period. The reading speed is an clear contribution on spelling mistakes other listening related fact. Speed of since in English words are not spelled speech in class is a serious factor, as they sound there is a hardship on this varying in degrees from elementary to case because storing of the spelling of an advanced level. The noise of the words and retrieve them on demand is environment obviously affects the very difficult. As the psycholinguistic reading speed. Noise, an extrinsic approach indicates there are also difficulty, will surely affect the mistakes caused by agraphia, which comprehension level of the students. must be treated properly. Psycholinguistic approach helps Psycholinguistic approach and teachers to find interesting topics for the reading skill: writing activities. It also indicates, via a needs analysis, the importance of People read certain types of creating reasons for writing and finding materials for different purposes. topics that students have information Skimming and scanning are, in fact, about or the topics they want to write psycholinguistic ally oriented activities. on. Such a conduct will also increase Psycholinguistic approach resorts to the motivation of the students who will
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■ i1 „ Ml, i fi : i i Relations Between..../ Ondokuzmqyis Üniversitesi Eğitim Fakültesi Dergisi, 17,(2004), 26-36
lfl; I I write willingly. Thus, the No approach is perfect. psycholinguistic approach serves Needless to say, jit j is impossible to decrease me level of the difficulties control all of the factors involved in the writing. It helps to specify the writing language learning and acquisition level and anting types. It pins down tljie process. Owing jtjp jspme border-line mechanic mistakes on punctuation and1 limitations among its related areas, suggests certain cures for them. psycholinguistic approach exhibits the following weak pdihti: j The psycholinguistic approach disregards behaviorism too much. The behaviorist aspect! W learning the first Psycholinguistic approach and language cannot; be stripped off the speaking skill: completely sincej,, çhildren are great imitators as specified by the imitation Psycholinguistic approach has'a theory and reinforcement theory of workable; I bontrol over the field bffj behaviorism. EspqqiahM> the first stages teaching speaking as a skill. It has of language acquisition have a great specified several difficulties on deal of surface imitation, as the infant speaking. ^ tor example, the studeiltj-j has not developed ibdoiigh categories to oriented difficulties, environment locate the input. As the time passes, dependentj, difficulties and situation children become ^ p y iynitators on deep related ones are just three of them. The structure. . 1 difficulties caused by students In addition 'to imitation, the themselveéf are speaking defects apd importance of thpj] iqpijit in the child’s personality factors ( like introvert and acquisition of language is undeniable. extrovert students ). Speaking defects “Whatever one’s ¡position is on the like voicb disorders, stuttering, ajjitij innateness of lan^a^ej the speech that misarticulation are also psychological in young children hear is primarily the origin cáysed by personality factoy^. speech heard in the home, and much of There are also some traumatic disorders that speech is paferital speech or the such as aphasia and autism caused by speech of older siblings” (Brown, localized \ ¡1 damage. It recommends 1994:40). Natu^il j | dimension of therapies and counseling practices for language acquisition is a must; such difficulties. Thus, ti^é however, also nurture has an investigations of psycholinguisti|cj indispensable rold iintlahguage learning. approach have provided solutions for The more nature supports nurture and almost eayji type of language learning nurture backs up 'nature, the more the difficulty, its importance especially m psycholinguistic dfcWlties in language teacher training and the teaching of four learning are mitigated. language ¡skills cannot be denied. |ft According] jj ; j j to the leads the foreign language teachers psycholinguistic approach, not the towards being reflective teachers. frequency but the complexity of words determines the itdijhbl Which are learned ■'I lfl 6. ! Weak Points of the beforehand, but what about the role of Psycholinjguistic Approach the frequency of hearing and producing items while àiiquii*ing the first language? It is easy to observe children
32 Mehmet Demirezen / Ondokuzmayıs Üniversitesi Eğitim Fakültesi Dergisi, 17,(2004), 26-36
practicing the language constantly. words of a foreign language by focusing Therefore, the behavioristic claim that on the intrinsic difficulty of language practice, repetition and association are structures and the effect of native the main sequence of gaining habits tongue on newly learned vocabulary. By may work out in the early stages of clarifying the problematic points in such language acquisition. Then, the job of cases, it suggests ways to indicate psycholinguistics to explain the meaningfulness and familiarity between unknowns in language acquisition starts previously learned words word a new where the job of the behavioristic word. While teaching groups of words, approach slows down. the approach suggests ordering from In brief, the psycholinguistic easy to difficult, from known to approach is able enough to jot down the unknown. Moreover, the existence of problems that come to the surface both the primacy and recency effects in in language acquisition and foreign learning and teaching vocabulary items language learning and then suggest (Demirezen, 1981:188-191) was also some solution to the psycholinguistic pointed out for the first time by this difficulties in the learning process. approach. By means of this approach the 7. Contributions ofpsychological factors affecting second Psycholinguistic Approach to ELT language learning such as motivation, memory, explication, induction, The psycholinguistic difference between adults and children approach is a problem-solving area in in second language learning and so on the language learning and teaching have been put forward (Steinberg, process. It has fundamental 1993:203-208). Therefore, other areas contributions to language and teaching of research in this field were pedagogy. encouraged by this approach. For The psycholinguistic approach example, first language acquisition has has provided the theoretical ground for received a great deal of impetus and the flourishing of many second feedback from the psycholinguistic language learning theories and methods. approach, and in this way the riddles on Mentalist and Rationalist, Cognitive- the mother tongue interference are code theories of learning are the side- unearthed to a great extent by means re product of psycholinguistic view points applications of Sapir-Whorf Hypothesis in science and research. Besides, on second language acquisition. Cognitive-code theory which was Similarly, the validity of LI = L2 propounded by Bruner and Miller, the Hypothesis and the status of interim Functionalist approaches to teaching grammars and interlingual errors are foreign languages and Thorndikes’s being reconsidered today through the Connectivism are psycholinguistically contributions furnished by the based contributions to language psycholinguistic approach. Also, the teaching. birth of Educational Linguistics, under The psycholinguistic approach the leadership of Bernard Spolsky, owes has improved the ways of teaching a lot to the psycholinguistic approach, vocabulary items to foreign language which, by this way, has shaken the leamers.lt defines the psycholinguistic grounds pertaining to the scope of difficulty elements in learning new applied linguistics today.
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With the notions provided by morphological evaluation, and transformational generative grammar, syntactic, semantic and pragmatic both teachers and coitfse book writers evaluation. ^ 1 started to be more careful about It has served for the selecting “ patterns \ytjich were really identification of psycho lmgyiSjtic analogous at the deep structure” while difficulties by giving certain waVs of presenting the language items. Besides, solution to them. with LAD the creatfiye aspect of a It is a great facilitates i in language surfaced and gained establishing a productive learning importance in language classrooms environment and in using effective, (Rivers, 1981:77). i 1 pedagogical class activities. |l 1 Owing to the Nativist period of 8. Conclusion psycholinguistic approach, it is realized by the researchers tlWt children pass By means of p the through a series of interim grammars. psycholinguistic approach, it is This approach sheds Ijgjht onto the fact understood that we, as human bepgs, that foreign language learners also are innately and biologically display similar characteristics and “the programmed to acquire the | first term interlanguage cplne into use to language, second and third languages, describe the kind of language a which may also be learned, if the right particular second language learners was learning atmosphere furnished by; the using at a given tiUe, that is the psycholinguistic approach is pro\jidbd. learner’s version of the new Therefore, it has furnished solid language....” And int^rjanguage differs scientific ground for the validity ,of from the native speaker’s way of using Chomsky’s, the neuro-psychologists’ the language (Rivers, 1981:81). and Krashen’s theories. Moreover, Psycholinguist^ j approach cognitive processes are regarded a$ the provides ways to make grammar and main starting point to provide a vocabulary presentation more description of language acquisition pedagogical. So, langiidge teacher who stages. Therefore, with this apprjihbh, is trained in psycholinguistics, and the unseen and abstract language pedagogical presentation of the new operations to learn languages are tripd material, “he will easily handle the to be uhearthed and systematized. Since psycholinguistic and psychological the scope of psycholinguistic approach processes involved j \ in language is so pervasive, it unfolds many teaching” (Demirezen, 1989:181). questions and disputes about language It has helped to predict the acquisition and learning. For example, it learner’s mistakes, t It gave new can give solutions to deeply sjiatbd directions to error analysis and psycholinguistic difficulties and contrastive analysis. ambiguities involved in foreign It also h illed to the language teaching. Also, it can expound understanding of the nature of the weak status and validity of some interlingual transfer, j j mistakes and approaches, as is the case withj tjie errors, mother tongue interference, natural approach, devised b>l S. ambiguity, and hierarchy o f difficulties Krashen, by pointing out that it in ELT by way otft phonetic and disregards the socio-psycho lcj^idal phonemic analysis, morphemic and issues in learning foreign languages.
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The psychoîinguistic approach this approach upon the teaching of four covers many scientific fields such as skills cannot be overlooked. In addition, cognitive psychology, behaviorism, psychological factors such as psychology, applied psychology, motivation, memory, learning styles, linguistics, mentalism, nativism, etc. have been clarified and regarded as biological linguistics, psycholinguistics, crucial in learning a foreign language neurolinguistics, rationalism, etc. In because of the contributions of the addition, in the field of language psycholinguistic approach. Thus, this teaching, psychoîinguistic approach has given rise, by showing the considerations have improved the ways directions of negative activation of the of teaching skills in terms of cognitive, mother tongue interferences, to the meta-co gnitive, and socio-effective establishment of psycholinguistic respects by giving their psychoîinguistic methodology, to a teaching and learning difficulty levels and ambiguity language pedagogy, both in the field of phenomenon. As psychoîinguistic first language and foreign language considerations offer ways of teaching acquisition. four basic skills including even teaching testing and vocabulary, the impact of 6------, (1989). Mentalistic Theory Kaynaklar and Language Learning. H.Ü. Eğitim Fakültesi Dergisi, sayı:4 1- Bhat, N.R. (1991). Psycholinguistics: 7------. (1993a). Pragmatics and Art Introduction. Karnal Natraj Pub. Language Teaching. H.Ü, Eğitim House Fakültesi Dergisi,sayı:6 2- Brown, D.H. (1994). Principles of 8------. (1993b). The Language Learning and Teaching. Fundamentals and Related Areas of Pearson Education Limited. Pragmatics. C.Ü. Fen Edebiyat 3- Carroll, W. (1994). Psycholog}) o f Fakültesi Dergisi, Sayı: 15, 19-32, Language. California: Brooks-Cole 9 ...... (2002a). Ortaöğretimde Publishing Company. Yabancı Dil Öğrenme Sorunları l. 4- Demirezen, M. (1981). On the Kardelen, Ocak, Yıl: 4, sayı:4, 13-16. Psychoîinguistic Concept of Foreign 10 ...... (2002b). Ortaöğretimde Language Vocabulary and Its Yabana Dil Öğrenme Sorunları II. Difftculfy. H.Ü. Beşeri Bilimler Kardelen, Haziran, Yıl: 4, Sayı: 5, 18- Dergisi, v.lO 21. 5...... (1989). The Contributions 11...... (2002c). Kurmacalı Bellek of Psycholinguistics and ve Yabancı Dil Öğretimi. Türk Dili Sociolinguistics to Language Teaching. Dergisi, Temmuz-Ağustos, sayı: 115, Ortak Kitap, Sayı 1., 174-191, 5-19.
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