Universidad Tecnolgica Santa Catarina

Campus Montemorelos

Education Bachelor Degree

Assigment: Psycholinguistics
Team:
Thania Aguirre
Arely J. Hernandez Castillo
Abigail Ledezma Marin
Diosis Muoz Garza
Karina Geronimo Lopez
Karina Jimnez Cadena
Franciso Valladares Ramirez

Proffesor: Diana Santana Vega

Montemorelos N. L.

October 16, 2014

Universidad Tecnolgica Santa Catarina

Campus Montemorelos

Education Bachelor Degree

Assigment: Psycholinguistics

By:
Karina Jimnez Cadena

Proffesor: Diana Santana Vega

Montemorelos N. L.

October 16, 2014

20
QUESTION
S
ABOUT
CONSTRUCTIVI
SM

20
QUESTION
S
ABOUT
COGNITIVISM

MIND MAP
CONSTRUCTIVI
SM

MIND MAP
COGNITIVISM

LINGUISTICS PROCESS
Meaning:
A process involved in human language
Classified under:

Nouns denoting natural processes

Hypernyms ("linguistic process" is a kind of...):

Human process (a process in which human beings are involved)

Domain category:

Linguistics (the scientific study of language)

Hyponyms (each of the following is a kind of "linguistic process"):

Deletion; omission (any process whereby sounds are left out of spoken
words or phrases)

Metathesis (a linguistic process of transposition of sounds or syllables

within a word or words within a sentence)

Lexicalisation; lexicalization (the process of making a word to express a

concept)

Infection ((phonetics) the alteration of a speech sound under the influence

of a neighboring sound)

Fusion (the merging of adjacent sounds or syllables or words)

Drift (a process of linguistic change over a period of time)

Dissimilation (a linguistic process by which one of two similar sounds in a

word becomes less like the other)

Derivation ((descriptive linguistics) the process whereby new words are

formed from existing words or bases by affixation: 'singer' from 'sing';
'undo' from 'do')

Assimilation (a linguistic process by which a sound becomes similar to an

adjacent sound)

Agglutination (the building of words from component morphemes that

retain their form and meaning in the process of combining)

Synaeresis; syneresis (the contraction of two vowels into a diphthong)

Characteristics of how to get a second language

There is a considerable amount of research on individual differences between

second language learners that may affect their success in second language
acquisition. Factors that may or may not make a difference include:
1. The learners aims and purposes in learning the language. Does the
learner want to get a high score on a standardized grammar test, or want
to be able to communicate with people in social and professional
situations? Some learners aim for accuracy and others aim for
communicative effectiveness. Different aims and purposes will produce
different outcomes in second language acquisition.
2. Exposure to the language. Has the learner only been exposed to more
formal language in the classroom, where there is often more emphasis on
accuracy? Or has the learner been able to travel to a country where more
informal varieties of the language are spoken outside the classroom, and
where the emphasis is more on communication?
3. Age. How old was the learner when he or she began to study the
language? The research shows that our ability to learn a second
language gradually declines, as we get older, starting in early childhood.
However, there is little research evidence for the idea of a critical period,
a definite age-range when language learning is optimal, and after which it
is not possible to learn a second language. And others highlight evidence
that native-like pronunciation is almost always easier to achieve before
puberty.
4. Motivation. How much does the learner want to learn the language? And
is the learners motivation more practical (instrumental motivation), or
social and emotional (integrative motivation)? Although motivation type is
hard to measure, many researchers and teachers believe that the
willingness to put in a lot of effort is a very important factor in determining
success in learning a second language.

5. Personality. Personality traits such as empathy and risk-taking have

been argued to affect success in learning a second language. Some
research suggests that ones ability to empathize with speakers of the
other language causes one to speak in more native-like ways. Such
personality types as extrovert (sociable, out-going, with many friends) vs.
introvert (quiet, observant, with smaller numbers of close friends) has not
been found to affect success in second language learning. Both
personality types can succeed.
6. Language aptitude. Aptitude is a special ability for language learning, a
combination of linguistic, memory, and auditory ability. Research suggests
that some individuals have more aptitude for language learning than
others.
7. Learning styles and strategies. Learners vary tremendously in their
preferred style, or approach to learning second languages (whether
concrete, analytical, synthesizing, communicative or authority-based).
Some learners want clear rules and others are content with ambiguity.
Research has so far not shown a clear relationship between learning
styles and strategies, and success in second language acquisition.
Learners can succeed using very different approaches in different social
contexts.

Characteristics of how to get the first language.

Their language development shows a high degree of similarity among children all
over the world.

Predictability

Learning through imitation

Creativity

Before the first words its involve

The earliest vocalizations

Involuntary crying

Cooing and gurgling showing satisfaction or happiness

At the age of 2 in a child:

1) At least 50 different words
2) Telegraphic sentences (no function words and grammatical morphemes)
e.g., Mommy juice, baby fall down
3) Reflecting the order of the language. e.g., kiss baby, baby kiss
4) Creatively combining words. e.g., more outside, all gone cookie
By the age of 4:

Basic structures of the language

Less frequent and more complex linguistic structures.

Use of the language in a widening social environment.

Approach the acquisition of the first language

) Behaviorism: Say what I say

2) Innatism: Its all in your mind

3) Integrationist/Developmental perspectives: Learning from inside and out