development of psychological perspectives in language teaching
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Transcript of development of psychological perspectives in language teaching
Development of a psychologicalperspective in
language teaching
By: Teddy Fiktorius (F5221 2025)
Kasmawita (F52212026)
Postgraduate Study of English Language Education
Teacher Training and Education Faculty
University of TanjungpuraPontianak 2013
List of content
1. Early associationism
2. Educational psychology enters the scene 3. The post-war years: turning to psychology for answers
4. The sixties: questioning psychological assumptions
5. The seventies: fresh theorizing and empirical research
6. Conclusion: The role of psychology in language teaching
A psychological theory
the language learner the learning process
teach a language
Sweet (1899/1964) : language learning
terms of the associationism
psychological foundation of the practical study of languages
learn our own language
associate words and sentences
thoughts, ideas, actions, events
Palmer (1922)
a language teaching theory
psychological components
learning process
learner factors
age, temperament, motivation, nationality and academic background
Palmer (1922/1964)
language learning process
a natural basis
spontaneous capacities for acquiring speech
+Studial capacities
(deliberate, cognitive, co-operative learning)
habit formation and ‘automatic’, unconscious use
NOT
concept formation and systematic thought
Palmer (1964)
Language proficiency
perfectly formed habits
Mastery
Hesitation, conscious synthesis, and conscious analysis
Palmer and Redman
the essentials of the language learning process
‘fusing linguistic symbols to the things $ymbolized’
association
2. Educational psychology enters the scene
the interwar years
the development of psychology
the growth of educational psychology
the application of psychological thought and research techniques
second language teaching
Huse (1931)
the task of language learning (based on educational psychology)
‘essentially a memory problem’
the learning for recognition or recall of a fixed list of units of expression
as precise as learning the multiplication table
the thirties: psychology in language teaching in Britain
Findlay (1932):
theory of second language teaching
psychological insights linguistics pedagogical observations
language learning
psychologically an imitative task
to copy the behaviour of the native
conscious attention
practising again and again
establishing a multitude of new habits
Findlay
memorization
to establish a ‘subconscious store’
Habit
‘unconscious memory’
every new language
immediate purpose
to meet the language as a living reality
Language is presented alive in situations
actual experiences in dramatic form
Brachfeld (1936)
Psychoanalysis
second language learning
life style personality affective psychology
language learning
linguistic talent intelligence reasoning
It is I who am learning, i.e., the entire person
awareness of the psychological relationship
language learning the learner’s ‘life style’
Brachfeld’ observation
language learning
the ‘turning point’
a moment in the development of the second language
After having struggled haltingly, suddenly ‘the miracle happens’
the first time the student speaks the foreign tongue as easily and as “naturally” as his own- though perhaps not correctly
what matters is not correctness in every detail, but above all a feeling for the “form” the “structure”
the “spirit” of the foreign language’
3. The post-war years: turning to psychology for answers
Stott (1946), like Findlay,
the need for memorisation and habituation in language learning
cognitive and active approach
(a) the learner is encouraged to think for himself about the language(b) he is guided to make linguistic observations
(c) he is given the opportunity to participate actively in language games
The fifties:
A psychological issue
question of the optimal age for second language learning
Penfield, a neurophysiologist,
the early years before puberty
a biologically favourable stage for second language learning
the early years of childhood
more intensively for language training.
Carroll (1953):
educational psychology
might be helpful answers to pedagogy
carrying out research on specific questions of language learning,
for example: ‘Should sounds and meanings be presented simultaneously or
successively?’
‘When do linguistic explanations facilitate learning?’
‘At what rate can new materials be introduced?’, etc
From about 1960
an emerging discipline of psycholinguistics
a psychological perspective
studying second language learning
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