CHAPTER 1 THE STUDY OF PSYCHOLINGUISTIC A. Introduction Psycholinguistics does not separate science from other sciences because the acquisition and use of human language involve many other branches of science. Psycholinguistics no longer consists of psycho and linguistics but also concerns other sciences in neurology, philosophy, primatology, and genetics. Neurology is very close to language because humans' ability to speak is not because of the environment but because of the neurological nature they are born with. Without a brain with its optimal function, humans cannot speak. Philosophy also plays a role because knowledge acquisition is a problem that philosophers have debated for a long time. Primatology and genetics study the extent to which language belongs to humans and how genetics is related to language development [1]. In detail, psycholinguistics studies four main topics, namely: a. Comprehension; the mental process that humans go through to grasp and understand what other people mean. b. Production; the mental process in us that allows us to speak as we say. c. The biological and neurological basis; enables humans to speak. d. Acquisition of language; how children acquire their language [2]. 1. Psycholinguistic History Psycholinguistics at first was not an independent science that was explicitly studied. Psycholinguistics has initially been science that was studied separately by both linguists and psychologists. The birth of psycholinguistics began in the 20th century by the German psychologist Wilhelm Wundt. He argued that language could be explained based on psychological principles. At that time, the language began to change from its aesthetic and cultural nature to a "scientific" approach. Meanwhile, in the Americas, the link between language and psychology has also begun to grow. This development can be divided into four stages, including: (a) the formative stage, (b) the linguistic stage, (c) the cognitive stage, and (d) the psycholinguistic theory stage, psychological reality, and cognitive science [3]. This PAGE IS intentionally CUT References [1] Enard, W. (2011). FOXP2 and the role of cortico-basal ganglia circuits in speech and language evolution. Current opinion in neurobiology, 21(3), 415-424. [2] Steinberg, D. D., Nagata, H., & Aline, D. P. (2013). Psycholinguistics: Language, mind and world. Routledge. [3] Levelt, W. J. (2013). A history of psycholinguistics: The pre-Chomskyan era. Oxford University Press. [4] Skinner, B. F. (2014). Contingencies of reinforcement: A theoretical analysis (Vol. 3). BF Skinner Foundation. [5] Vinson, D., Thompson, R. L., Skinner, R., & Vigliocco, G. (2015). A faster path between meaning and form? Iconicity facilitates sign recognition and production in British Sign Language. Journal of Memory and Language, 82, 56-85. 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(2014). The edge of words: God and the habits of language. A&C Black. [23] Zehr, E. P., Carroll, T. J., Chua, R., Collins, D. F., Frigon, A., Haridas, C., ... & Thompson, A. K. (2004). Possible contributions of CPG activity to the control of rhythmic human arm movement. Canadian journal of physiology and pharmacology, 82(8-9), 556-568. [24] Richards, J. C., & Schmidt, R. W. (2014). Language and communication. Routledge. [25] Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge. [26] Hucka, M., Hoops, S., Keating, S., Le Novère, N., Sahle, S., & Wilkinson, D. (2008). Systems biology markup language (SBML) level 2: Structures and facilities for model definitions. Nature Precedings, 1-1. [27] Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277. [28] Bonvillain, N. (2019). Language, culture, and communication: The meaning of messages. Rowman & Littlefield. [29] Farjoun, M., Ansell, C., & Boin, A. (2015). PERSPECTIVE—Pragmatism in organization studies: Meeting the challenges of a dynamic and complex world. Organization Science, 26(6), 1787-1804. [30] Kemmerer, D. (2012). The Cross‐Linguistic Prevalence of SOV and SVO Word Orders Reflects the Sequential and Hierarchical Representation of Action in Broca's Area. Language and Linguistics Compass, 6(1), 50-66. [31] Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The modern language journal, 92(2), 232-249. [32] Locke, J. L., & Bogin, B. (2006). Language and life history: A new perspective on the development and evolution of human language. Behavioral and Brain Sciences, 29(3), 259. [33] Wildgen, W. (2004). The evolution of human language. Scenarios, Principles, and Cultural Dynamics, Benjamins, Amsterdam. [34] Sandler, W. (2009). Symbiotic symbolization by hand and mouth in sign language. Semiotica, 2009(174), 241. [35] Bickerton, D. (2017). Language and human behavior. University of Washington Press. [36] Bonvillain, N. (2019). Language, culture, and communication: The meaning of messages. Rowman & Littlefield. CHAPTER 2 A PSYCHOLINGUISTIC APPROACH TO LANGUAGE TEACHING A. Introduction Language is an essential element in human life; there are no activities that humans can carry out without language. Because of the importance of language in human life, humans define language in various definitions. Among others, language as a tool for expressing ideas, language as a tool for interaction and language is also a tool for expressing culture. For that, language must be learned. After a child learns his first language, he learns the second language at school. Teaching a second language in schools is not getting simpler but more complicated. Because the child interacts personally with the teacher and has to interact with a social environment that is different from his family environment [1; 2]. Besides, language teaching is also related to mechanistic and mentalistic activities. Because it is increasingly developing today and the more complex problems in this world, experts consider it necessary to conduct studies between two or more disciplines to answer the world's problems. In language teaching, there are also complex problems that cannot be answered by linguistics itself, and it must get support from other disciplines, one of which is psychology [3; 4]. So the emergence of a scientific discipline called psycholinguistics. Psycholinguistics is a science that comes from two disciplines, namely psychology and linguistics [5]. Linguistics is a discipline that studies language, while psychology is a discipline that studies human behaviour [6]. This paper will try to explain the approach of psycholinguistic disciplines in language teaching. This paper will begin the discussion by discussing the definition of psycholinguistics, objects and the scope of psycholinguistics [7; 8]. Next will be discussed language and language teaching, then about psycholinguistic aspects and ending with a discussion of psycholinguistic approaches in language teaching. Dengan kata lain psikolinguistik adalah ilmu yang mengkaji proses-proses mental dalam berbahasa. Psikolinguistik membahas hakekat bahasa dan struktur bahasa ketika bahasa itu digunakan dalam komunikasi atau diterapkan dalam This PAGE IS intentionally CUT References [1] Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child development, 79(3), 732-749. [2] Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions