Psycholinguistic心理語(yǔ)言學(xué)專(zhuān)題知識(shí)專(zhuān)家講座

Chapter11Psycholinguistic

25thOct.2023第1頁(yè)StructureIntroductionandBackgroundResearchcomprehension/production/acquisition/dissolution/linguisticrelativityPracticeConclusionReference第2頁(yè)IntroductionPsycholinguisticsThepsychologyoflanguageCognitivescienceDiversity&breadth第3頁(yè)Definition:…anyinquirythatattemptstousecognitiveprocessingoflinguisticdataasawindowtohowthehumanmindoperates.1.Howdopeoplecomprehendlanguage?2.Howdotheyproduceit?3.Howdotheyacquireit?4.Howdotheyloseit?5.Howdoesaparticularlanguageaffectcognition,ifatall?第4頁(yè)ComprehensionCommontheme:howthelinguisticactivitiesmostpeopleperceiveassimpleandcommonplaceturnout,afterscientificscrutiny,tobeexceedinglycomplexprocesses.ComprehensionofspeechBottom-up:phonemeidentificationResearch第5頁(yè)

Top-down1.Contextualclues-eelwasontheshoe.Heel-eelwasontheorange.PeelComprehensionofspeech2.Syntax

:activeeasierthanpassive

Thelifeguardrescuedtheswimmer.Theswimmerwasrescuedbythelifeguard.第6頁(yè)ComprehensionofspeechTop-down4.DiscourselevelPLfinding:heavyrelianceonbottom-updetailsdoesnotsignificantlyfacilitatecomprehension.Theswimmerrescuedthelifeguard.Theswimmerwasrescuedbythelifeguard.3.SemanticfactorsDifficulttounderstandorremember:Short,vaguelywrittenparagraphswithouttitles,picturesandothercontextualclues第7頁(yè)P(yáng)roductionConceptualizationFormulationArticulationSelf-monitoring第8頁(yè)Aspecialareaofinterest:howtheproductionofaforeignlanguagediffersfromspeakinginone’smothertongue.Atwhich

productionstageisthelanguageofthemessagedecided?Howarethecorrespondingfirstlanguage(L1)andsecondlanguage(L2)wordsrelatedandwhydoescodeswitchingoccurrelativelyfrequently?InwhatwaysdoesourmothertongueinterferewiththeproductionofL2speech?Whydoweusuallyspeakmoreslowlyandhesitantlyinaforeignlanguagethaninourmothertongue?HowdospeakerstrytocompensateforthegapsintheirincompleteL2system?DeBot1992;DornyeiandKormos1998;PoulisseandBongaerts1994;Chapter13第9頁(yè)Formulation:

slipsofthetongueSpoonerism:“Younobletonsofsoil”to“younoblesonsoftoil”Theyalmostneverviolatephonotacticrulesofalanguage.BrakefluidtoBlakefruidYounobletonofssoilBriefly,slipsofthetonguesuggestthatmanystructuresandrulespositedbylinguistsare“psychologicallyreal”inthattheyseemtoshapetheformulationofspeechorwriting.第10頁(yè)ArticulationLenneberg1967:thefirstpsycholinguisttoattempttoexplorethefieldfromabiologicalandevolutionaryperspectiveCo-articulationsisthenorm:sweet/s//sw/第11頁(yè)Self-monitoringCorder1967:oneofthefirsttoshowthattheabilityofnativespeakers(orwriters)toself-correcttheirmistakesdemonstratesthattheypossessfulllinguisticcompetenceoftheirnativelanguage.Ishouldhavewentyesterday.Nativespeakers:Ishouldhavegoneyesterday.Non-nativespeakers:Ishouldhavewentedyesterday.Controversialtopic:criticalperiodforacquiringerrorlesslanguageScovel1988:firstdecadeoflife第12頁(yè)Acquisition1950sJusczyk1997:infantsarebornwithinnatelinguisticabilitieswhichhelpthemenormouslytomakesenseoutofthelinguisticenvironment.Mostcontemporarypsycholinguistsbelievedthatlanguageacquisitionisenhancedandshapedbyinteraction:thelinguisticenvironment&innatelyspecifiedlinguisticabilitieschildren&care-takersAsignificantdiscovery:

althoughchildrenmaydiffermarkedlyintheirrateofacquisition,especiallyintheearlyyears,allprogressthroughsimilarphonological,lexical,syntactic,etc.stagesofdevelopment第13頁(yè)DissolutionThestudyoflanguageloss1800sBroca&WernickeThefirsttolocalizespeechandlanguagetospecificareasofthebrainWernicke’saphasiaBroca’saphasia

ComprehensionandproductionarerelativelyindependentofeachotherEg:Deafsigners&ChineseJapanesepatients第14頁(yè)LinguisticRelativitySapir-WhorfHypothesis:eachlanguage,becauseofitslinguisticuniqueness,createitsowncognitiveworld.LinguisticRelativityLanguageDeterminism

第15頁(yè)P(yáng)ractice

1.Itisprofoundlyimpededifaccesstotop-downinformationisignored.2.Languageteacherscanhelpstudentsmorebyusinglinguisticcontextwhichprovideseparatebutconcurrentcuesaboutthelanguagetheyintroduce.

eg.Whatabeautifulthingablueskyinspringwhitecloudsonthewing3.Asenseofempathyforthecomplexityofthetasksstudentsconfront4.More“waittime”&patience第16頁(yè)ConclusionPL:acomplexandstimulatingfieldFutureresearch:integratingfindingsfromthediscipline’svarioussubfieldsintoamorecohesi