Psycholinguistic-心理语言学 PPT
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They almost never violate phonotactic rules of a language.
Brake fluid to Blake fruid You noble ton ofs soil
Briefly, slips of the tongue suggest that many structures and rules posited by linguists are “psychologically real” in that they seem to shape the formulation of speech or writing.
• Why do we usually speak more slowly and hesitantly in a foreign language than in our mother tongue?
• How do speakers try to compensate for the gaps in their incomplete L2 system?
PL finding: heavy reliance on bottom-up details does not significantly facilitate comprehension.
大家应该也有点累了，稍作休息
大家有疑问的，可以询问和交流
Production
• Conceptualization • Formulation • Articulation • Self-monitoring
Research
ComprehenBaidu Nhomakorabeaion
• Common theme: how the linguistic activities most people perceive as simple and commonplace turn out, after scientific scrutiny, to be exceedingly complex processes.
A special area of interest: how the production of a foreign language differs from speaking in one’s mother tongue.
• At which production stage is the language of the message decided?
Comprehension of speech
Bottom-up: phoneme identification
Comprehension of speech
Top-down
1.Contextual clues
-eel was on the shoe.
Heel
-eel was on the orange. Peel
• Practice • Conclusion • Reference
Introduction
• Psycholinguistics • The psychology of language • Cognitive science
Diversity &breadth
Definition :… any inquiry that attempts to use cognitive processing of linguistic data as a window to how the human mind operates.
De Bot1992; Dornyei and Kormos 1998;Poulisse and Bongaerts 1994; Chapter 13
Formulation:
slips of the tongue
Spoonerism:
“You noble tons of soil ” to “you noble sons of toil”
The swimmer rescued the lifeguard. The swimmer was rescued by the lifeguard.
4. Discourse level
Difficult to understand or remember: Short, vaguely written paragraphs without titles, pictures and other contextual clues
• How are the corresponding first language(L1) and second language(L2) words related and why does code switching occur relatively frequently?
• In what ways does our mother tongue interfere with the production of L2 speech?
2.Syntax : active easier than passive
The lifeguard rescued the swimmer. The swimmer was rescued by the lifeguard.
Comprehension of speech
Top-down
3.Semantic factors
1.How do people comprehend language? 2.How do they produce it? 3.How do they acquire it? 4.How do they lose it? 5.How does a particular language affect cognition, if at all?
Chapter 11
Psycholinguistic
25th Oct. 2014
Structure
• Introduction and Background • Research comprehension /production
/acquisition/dissolution/linguistic relativity
Brake fluid to Blake fruid You noble ton ofs soil
Briefly, slips of the tongue suggest that many structures and rules posited by linguists are “psychologically real” in that they seem to shape the formulation of speech or writing.
• Why do we usually speak more slowly and hesitantly in a foreign language than in our mother tongue?
• How do speakers try to compensate for the gaps in their incomplete L2 system?
PL finding: heavy reliance on bottom-up details does not significantly facilitate comprehension.
大家应该也有点累了，稍作休息
大家有疑问的，可以询问和交流
Production
• Conceptualization • Formulation • Articulation • Self-monitoring
Research
ComprehenBaidu Nhomakorabeaion
• Common theme: how the linguistic activities most people perceive as simple and commonplace turn out, after scientific scrutiny, to be exceedingly complex processes.
A special area of interest: how the production of a foreign language differs from speaking in one’s mother tongue.
• At which production stage is the language of the message decided?
Comprehension of speech
Bottom-up: phoneme identification
Comprehension of speech
Top-down
1.Contextual clues
-eel was on the shoe.
Heel
-eel was on the orange. Peel
• Practice • Conclusion • Reference
Introduction
• Psycholinguistics • The psychology of language • Cognitive science
Diversity &breadth
Definition :… any inquiry that attempts to use cognitive processing of linguistic data as a window to how the human mind operates.
De Bot1992; Dornyei and Kormos 1998;Poulisse and Bongaerts 1994; Chapter 13
Formulation:
slips of the tongue
Spoonerism:
“You noble tons of soil ” to “you noble sons of toil”
The swimmer rescued the lifeguard. The swimmer was rescued by the lifeguard.
4. Discourse level
Difficult to understand or remember: Short, vaguely written paragraphs without titles, pictures and other contextual clues
• How are the corresponding first language(L1) and second language(L2) words related and why does code switching occur relatively frequently?
• In what ways does our mother tongue interfere with the production of L2 speech?
2.Syntax : active easier than passive
The lifeguard rescued the swimmer. The swimmer was rescued by the lifeguard.
Comprehension of speech
Top-down
3.Semantic factors
1.How do people comprehend language? 2.How do they produce it? 3.How do they acquire it? 4.How do they lose it? 5.How does a particular language affect cognition, if at all?
Chapter 11
Psycholinguistic
25th Oct. 2014
Structure
• Introduction and Background • Research comprehension /production
/acquisition/dissolution/linguistic relativity