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16THE IMPACT OF PSYCHOLINGUISTICS APPROACH ON LEARNING A FOREIGN LANGUAGE
Egamberdieva Shakhzoda Damirovna
PhD tiudent, National University of Uzbekitian
Abtfract. The present article considers the influence of psycholinguitiics on learning a foreign language in bilingual acquisition. Psycholinguitiics has provided numerous theories that explain how a person acquires a language, and produces and perceives both spoken and written language. The theories have been used in the field of language teaching. Some scientiti uses them as the basic theories in developing language teaching methods. It is known as psycholinguitiics approach. The psycholinguitiic approach views learning as a cognitive individual process happening within the individual and then moves to the social dimension.
Keywords: psycholinguitiics, language acquisition, language sytiem, learning tirategy.
Language is such a complex phenomenon that it has become the common &udy point of many social sciences such as lingui&ics, psycholingui&ics, sociolingui&ics, neurolingui&ics, and hi&orical lingui&ics. In the case of examining these fields in detail, it is possible to find many definitions and theories which try to explain language, nature, and development through hi&ory and the effects of psychology and society on language. Lingui&ics is the scientific &udy of human language and the main concern of this field is to define language and its nature, form, meaning, and context. Language has been defined by many scholars so far. From the perspective of lingui&ics, language is "a sy&em of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the sy&em of that culture, to communicate or to interact" [1].
What's the Difference Between Lingui&ics and Psycholingui&ics? The boundary is fuzzy, but basically, lingui&ics is about how to describe languages, dialects and speech &yles accurately and in detail: the different kinds of speech sounds, how the sentences are put together, kinds of meanings the words have, how the speakers make new words, the differences between formal and informal language, the changes in rapid and casual speech, their relationships to one another, and how they change over hi&orical and even pre-hi&oric time. Lingui&ics also gives us the concepts and vocabulary that we need to describe language problems accurately. It also lets us catalogue the differences and similarities between languages or dialects in ways that don't make (or thinly conceal) value judgments. Psycholingui&ics, in contra^, tries to discover how we manage to actually do all the things that go into speaking and under&anding, reading and writing Psycholingui&ics uses experiments and intense laboratory observations to break into these incredibly fa&, highly skilled language performances and to &udy the accumulation of the experiences that have built up those unconscious skills over our lifetimes. It also integrates the current findings of neurolingui&ics and cognitive lingui&ics about how language is remembered and deployed by our brains.
M.B.Finocchiaro presents, the field of lingui&ics and brings some controversial issues into que&ion in the context of language. One of these controversial issues is the difference between acquisition and learning.
In the 1970s, S. Krashen described the Monitor Model in which the Acquisition-Learning Hypothesis takes place. He puts forward that individuals have two independent means of developing knowledge of a second language acquisition and learning. While acquisition is a subconscious language sy&em &ructing sy&em of a language, learning is the process in which learners attend to form, figure out rules, and are generally aware of their own process. The process of second/foreign language learning and teaching is such a complex process that many approaches, theories, and methods have been put forward to define this process. In the case of examining the developments in the field of language learning and teaching chronologically, it is clearly realized that there is a movement from behaviori& approach to humani&ic approach [2].
The views that dominate the language learning and teaching approaches and methods could be classified as &ructural view, functional view, and interactive view. While the &ructural view threats language as a sy&em of &ructurally related elements to code meaning, the functional view sees language as a vehicle to express or accomplish a certain function such as requiring something. On the other hand, the interactive view threats language a vehicle for the creation and maintenance of social relations, focusing on patterns of move, acts, negotiation and interaction found in conversational exchanges. The main focus in these views is on the teaching, teacher, and product.
The notion of "age differences" is another dimension discussed under the headline of psycholingui&ics. It is possible to get different views and &udies about the influence of age on the language learning/acquisition process. As a general view, children acquire their fir& language easily and well while individuals who learn a second language in an educational setting can have difficulty in the process. One of the mo& sensational views put forward on this issue is the Critical Period Hypothesis which claims that there is an ideal time to acquire language and after that period further language acquisition becomes much more difficult. The theory has been extended to a critical period for second language learning and it is commonly believed that there is continuous decline in ability to learn with age.
The next dimension discussed in the field of psycholingui&ics is "aptitude". Aptitude is defined as "natural ability or skill at doing something" [3]. In the context of language learning, language aptitude refers to the potential that a person has for learning languages. It does not refer to whether or not an individual can or cannot learn a foreign language. It is assumed that virtually everyone can learn a foreign language in the case of given adequate opportunity. It is claimed that some learners show a tendency to learn a language while some learners do not. A &udent's likelihood of success and ease in learning a foreign language is measured by means of language aptitude te&s. There are different effects on language learning aptitude such as personality, motivation, fir&/ second language, age, intelligence, and so on.
"Motivation", which is one of the psycholingui&ic dimensions, is the key concept in the language learning process. Motivation is defined in the Oxford English Dictionary
as "a reason or reasons for acting or behaving in particular way" and "a desire or willingness to do something; and enthusiasm". It can be considered a driving force, in other words, a psychological drive that compels or reinforces an action toward a desired goal. In this sense, motivation related to foreign language learning could be defined as the purpose for doing things that will lead to learning a foreign language. Maintaining a high level of motivation during a period of language learning is one of the be& ways to make the whole process more successful.
"Personality" and "learning &yles" are among the psycholingui&ic factors which affect the foreign language learning process directly or indirectly. Personality is the particular combination of emotional, attitudinal, and behavioral response patterns of an individual. On the other hand, learning &yles is a term generally used to describe an individual's natural or habitual pattern of acquiring and processing information in learning situations. Some aspects of personality and learning &yle are extroversion/ introversion, risktaking, field independence/dependence, and visual/auditory/kine&hetic.
A learner's being extrovert, in other words, his/her being sociable, gregarious, active, assertive, passionate, and talkative; or his/her being introvert, in other words, his/her being passive, quiet, reserved, withdrawn, sober, aloof, and retrained has an effect on the foreign language learning process. Lingui&s define risk-taking as an ability of being eager to try out new information intelligently regardless of embarrassment in lingui&ics. It is sugge&ed that a tendency to take risks in the process of foreign language learning is associated with the success in that process. On the other hand, in general, people who exhibit field dependence tend to rely on information provided by the outer world, the field or frame of a situation and their cognition (toward other things) is based on this overall field. Contra&ingly, field-independent people tend to depend on their inner knowledge and analyze problems all by themselves, without reference to the frame. There is a common belief that there are different learner types as visual, auditory, and kine&hetic. Visual learners take in information visually whereas auditory learners take in information auditorily. On the other hand, kine&hetic learners learn be& when the whole body is involved in the process. To get an effective foreign language teaching/learning process, it is important to choose appropriate methods, techniques, and materials in accordance with the learner types.
"Learning &rategies" is the la& dimension discussed under the heading of psycholingui&ic factors affect the foreign language learning process. Learning &rategies are used by &udents to help them underhand information and solve problems. A learning &rategy is a person's approach to learning and using information. Learning &rategies consi& of four main components as cognitive &rategies, metacognitive &rategies, social &rategies, and affective &rategies. "Cognitive &rategies involve the manipulation of the learning materials/input by means of repetition, summarizing; metacognitive &rategies involve higher-order &rategies such as analyzing, evaluating, organizing learning process; social &rategies involve interpersonal behaviors aimed at increasing the amount of foreign language communication with native or non-native speakers; and affective &rategies involve taking control of the emotional conditions and experiences that shape one's subjective involvement in learning"[4]. In the context of foreign language learning,
the key issue is how the learners &rategically use lingui&ic information to practice the target language.
The notion that the psycholingui&ic factors affect foreign language learning process is such a sensational movement that it is possible to reach similar researches conducted on the effects of psycholingui&ic factors on foreign language learning process. Some of these &udies are as follows (see p.1):
Picture 1. [5].
Thus, in this way we can conclude that there are a number of factors that influence on the perception of foreign language, and therefore, on the learning process as well, besides mental abilities, talent, and desire for learning languages.
THE LIST OF USED LITERATURE:
1. Finocchiaro M. B. English as a Second Language: From Theory to Practice. -Regents Publishing Company, Incorporated, 1964.
2. For further details seeKrashen S.D. Second Language Acquisition and Second Language. - The University of Southern California, 2002.
3. Oxford Advanced Learner's Dictionary. - OUP, 2000https://www. oxfordlearnersdictionaries.com/definition/english/Dornyei Z. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. - Mahwah, NJ: Lawrence Erlbaum Associates, 2005
4. Dornyei Z. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. - Mahwah, NJ: Lawrence Erlbaum Associates, 2005.
5. Demet D.N. How do the psycholingui&ic factors affect the foreign language learning process of preparatory class &udents? //The Internet Journal Language, Culture and Society.URL: http://aaref.com.au/en/publications/journal/ISSN 1327-774X
