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PSYCHOLINGUISTICS, LANGUAGE ACQUISITION THROUGH
TRANSLATION
https://doi.org/10.5281/zenodo.7481992
E.I.Hazratkulova
student of masters degree,
Chirchik Pedagogical University
Scientific adviser: prof.
J.Sh.Djumabaeva
National University of Uzbekistan
Annotation:
Actuality of this article is that it is directed to define and
characterize the role ofpsycholinguistic aspects in the process of teaching English,
which simultaneously influences the acquired knowledge and the process of its
implementation in real life. In addition, though the department of psycholinguistics
is considered one of the youngest branches of linguistics, it is significantly important
in the educational process, for acquiring new language.
Key words
:
psycholinguistics, language production, language acquisition
through translating
Currently, the educational reforms implemented in Uzbekistan are aimed at
creating decent living conditions for people. In accordance with PQ-5117 dated
19.05.2021, the decision "On measures to bring the popularization of foreign
language learning to a qualitatively new level in the Republic of Uzbekistan" was
approved, and teaching foreign languages is a priority of the educational policy
development as a direction, to fundamentally improve the quality of education in this
direction, to attract qualified pedagogues to the field, and to increase the population's
interest in learning foreign languages. President Shavkat Miromonovich
Mirziyoyev's review of the changes taking place in our country highlighted the fact
that education has become one of the areas where the most investments are made,
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and that every year about 35% the state budget is allocated to the education sector.
In addition, incentives are being created for younger generation in almost all
directions to learn a second foreign language in depth. For example, a student can
learn English grammar easily, increase vocabulary, understand and analyze other
skills faster with various methods used in education. A bright example of this is the
development of psycholinguistics in language learning. Hence, psycholinguistics has
presented many theories that explain how a person acquires language, develops and
comprehends spoken and written not only own language, but also second language.
Language production refers to the way people produce language in written or
spoken form in a way that conveys intelligible meanings to others. One of the most
effective ways to explain the way people express meaning using rule-driven
languages is to observe and analyze examples. speech errors, which include incorrect
beginnings of words, repetitions, rearrangements and constant pauses between words
or sentences, as well as language slips, analogies, substitutions, exchanges.
According to the combination of psycholinguistics, there are psychology,
which deals with individuals’ mind and behavior, and linguistics, which studies the
language itself. Overall, in general, psycholinguistics can be described as a science
that studies mind and language. It is related to the relationship between the human
mind and language, as it studies the processes that take place in the brain in the
production and perception of language. As it was mentioned in Norita Purba’s work
that psycholinguistics encompasses three main ideas: language production, language
comprehension, and language acquisition.
Language production refers to the processes involved in creating and expressing
meaning through language. Language comprehension refers to the processes
involved in interpreting and understanding written and spoken language. Language
acquisition refers to the processes of mastering a mother tongue or a second language.
Psycholinguistics has presented many theories that explain the above three points.
Theories have been very useful in language teaching. Some experts use them as basic
theories in the development of language teaching methods[1].
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In turn, psychologists are once again interested in the role of linguistic structures
in language processing. Some argue that at the moment Psycholinguistics has
switched to an active style since the 1960s. The interaction of language structure and
language processing may be the main subject of psycholinguistic research, but this
interaction is now subject to the dual and equally important rigor of linguistic analysis
and psychological experimentation. Although psychology and linguistics are once
again equal partners in a psycholinguistic enterprise, they do not always agree with
the same philosophy of science. One of the current questions is the modular or
interactivity of the language processing system, and recent research examines the
degree of modularity or interaction in the system. Linguists generally favored the
modular hypothesis, while psychologists were more attracted to interactive
explanations of the principles of language and learning [2].
Language comprehension is an important aspect of daily activities for people of
all ages. Comprehension of written and oral language is based on the ability to
correctly process word and phrase meanings, sentence grammar, speech or text
structure. Difficulties in any of these areas can lead to comprehension problems. Age-
related memory decline has been compared in many studies by young and older
adults in language comprehension tasks.
The initial focus of psycholinguistics was in the philosophical and educational
fields, mainly because it was located in departments other than the applied sciences
(for example, holistic information about how the human brain works). Contemporary
research uses biology, neuroscience, cognitive science, linguistics, and information
science to study how the mind-brain works with language and lesser-known
processes in the social sciences, human development, communication theories, and
infant development, among others. Psycholinguistics uses theoretical and empirical
methods related to psychology and linguistics to analyze the thought processes that
determine the basis of language learning and use.
The latest and most relevant period in psycholinguistics coincides with the
development of cognitive science as an interdisciplinary field. Psycholinguistics is
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now concerned with a broader field of study, namely the nature of knowledge, the
structure of mental representations and how they are used in mental processes such
as reasoning and decision making. Current psycholinguistic theory reflects
considerable theoretical diversity in both psychology and linguistics, but there is
nevertheless considerable interdisciplinary activity. More researchers than ever are
aware of developments in neighboring fields, demonstrating research goals and a
breadth of knowledge that is not limited to a single discipline. Linguists and
psychologists can no longer ignore scientific answers from other fields that affect
research problems in their field and the explanations they offer for them.
At present, there are various discussions about the role of innate ability in
language acquisition. The influence of transformational grammar, recent research in
ecology, and developmental analysis of acquisition and learning have all fueled
psychologists' interest in innate aspects of mental development. Underlying every
scientific debate in this regard is the explanation of human language acquisition. A
characteristic feature of contemporary theories and research in this area is that they
seek to establish the universality of this process, and postulate the existence of
biological principles that determine the basis of universality. Theories have been used
in language teaching. Some experts use them as basic theories in the development of
language teaching methods. This is known as the psycholinguistic approach.
Psycholinguistics has provided many theories that explain how humans acquire
language, produce and perceive spoken and written language. Theories have been
applied in the field of language teaching. Some experts use them as basic theories in
the development of language teaching methods. This is known as the
psycholinguistic approach. The psycholinguistic approach views learning as a
cognitive individual process that takes place within the individual and then moves
into the social dimension. As an approach, there are some methods developed based
on the theories of psycholinguistics: the natural method, the general physical
response method, and the suggestive method. These methods apply psycholinguistic
principles: learning one's mother tongue or first language (first language acquisition),
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a second or third language (second language learning), language perception
(language perception), and language (Language production). Language
comprehension refers to listening and reading, while language production refers to
speaking and writing. learning.
THE LIST OF USED LITERATURE:
1.
Norita Purba, “The role of psycholinguistics in language learning and teaching”.
February 2018. Tell teaching of English language and literature journal6(1):47
2.
Maydon Jon, “Psixolingvistika: talabalar uchun manbaviy kitob”, Routledge,
2003.
3.
Levelt, W. J. M. (Willem J. M.), 1938- (2013).
Psixolingvistika
tarixi:
Xomskiygacha bo'lgan davr. Oksford: Oksford universiteti matbuoti. ISBN
9780191627200. OCLC 824525524.
4.
Dilrabo, Kattaboeva. "The importance of assessment in teaching process and its
types." Academicia: An International Multidisciplinary Research Journal 11.3
(2021): 2401-2406.
5.
Каттабаева, Дилрабо Каттабаевна. "Mediating between languages and cultures
for better learning." Молодой ученый 15 (2018): 228-229.
