Abstract
Language is one of the essential elements of communication. Learning some common language can help people overcome language barriers between people from different countries. English is one of the common languages and it helps individuals adapt to the modern world. Learning the English language is beneficial through teaching methods developed based on Psycholinguistics principles. Four languages are taught by the approach of psycholinguistics that are (to listen, to read, to write and to speak).Psycholinguistics is the integration of psychology (the study of the mind) and linguistics (the study of language). Hence, Psycholinguistics is the study of mind and language. It investigates the procedure taking place in the brain while the perception and creation of language. It studies the psychological impact of languages on the human mind. Recent research focuses on Psycholinguistics theories and talks over the significant impact of psycholinguistics techniques in English Language studying and training. Psycholinguistic studies are based on various ways of responding in a fundamental way and are based on evidence. This study contributes to our understanding of the importance of psychological approaches in teaching and learning English.
Similar content being viewed by others
Data Availability
Data sharing is not applicable to this article as no new data were created or analyzed in this study.
Code Availability
Not applicable.
References
Abukhalaf, A. H. I., & von Meding, J. (2021). Psycholinguistics and emergency communication: A qualitative descriptive study. International Journal of Disaster Risk Reduction, 55, 102061. https://doi.org/10.1016/j.ijdrr.2021.102061
Adebileje, A., & Akinola, A. (2020). Teaching and learning English as a second language in Nigeria: Examining evolving approaches and methods. Theory and Practice in Language Studies, 10(9), 1015–1024. https://doi.org/10.17507/tpls.1009.02.
Aguilar-Valera, J. A. (2019). Psycholinguistics in language teaching: Current vision. Journal of Pedagogical Sociology and Psychology, 1(1), 6–11.
Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the english students of STKIP PamaneTalino. SOSHUM: JurnalSosial Dan Humaniora, 10(2), 225–235. https://doi.org/10.31940/soshum.v10i2.1316.
Anigbogu, N. C., & Ahizih, F. C. (2020). Language use in ola rotimi’s’the gods are not to blame’: A psychological perspective. Socialscientia: Journal of Social Sciences and Humanities, 5(1), 28–41.
Baddeley, A. D., Hitch, G. J., & Allen, R. J. (2019). From short-term store to multicomponent working memory: The role of the modal model. Memory & Cognition, 47, 575–588.
Borghi, A. M. (2020). A future of words: Language and the challenge of abstract concepts. Journal of Cognition, 3(1).
Boyd, R. L., & Schwartz, H. A. (2021). Natural language analysis and the psychology of verbal behavior: The past, present, and future states of the field. Journal of Language and Social Psychology, 40(1), 21–41. https://doi.org/10.1177/0261927X20967028.
Broad, D. (2020). Literature review of theories of second language acquisition. Journal of Applied Linguistics and Language Research, 7(1), 80–86.
Bui, G., & Tai, K. W. (2022). Revisiting functional adequacy and task-based language teaching in the GBA: Insights from translanguaging. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 40. https://doi.org/10.1186/s40862-022-00160-7.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
Dewi, R. S., Zulfa, S., Mulyati, Y. F., Azmi, D. N., Andini, T. N., Habibah, R., & Rhamadina, W. (2022). How psycholinguistics and social factors influence SLA on elementary and secondary students in Indonesia. JurnalBasicedu, 6(6), 9315–9323. https://doi.org/10.31004/basicedu.v6i6.3625
Dey, M., & Sawalmeh, M. H. (2021). Psychological processes in language learning and teaching: Methods and approaches of psycholinguistics. British Journal of Applied Linguistics, 1(1), 01–07. https://doi.org/10.32996/bjal.2021.1.1.1
Dini, J. P. A. U. (2022). Critical discourse analysis in the Classroom: A critical language awareness on early children’s critical thinking. JurnalObsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 4992–5002. https://doi.org/10.31004/obsesi.v6i5.2951
Fulmer, G. W., Hwang, J., Ding, C., Hand, B., Suh, J. K., & Hansen, W. (2021). Development of a questionnaire on teachers’ knowledge of language as an epistemic tool. Journal of Research in Science Teaching, 58(4), 459–490. https://doi.org/10.1002/tea.21666.
Gibson, E., Futrell, R., Piantadosi, S. P., Dautriche, I., Mahowald, K., Bergen, L., & Levy, R. (2019). How efficiency shapes human language. Trends in Cognitive Sciences, 23(5), 389–407.
Hedayat, N., & Tajik, A. (2020). The role of teachers’ psycholinguistic awareness on second language teaching and learning.[In English]. زبان کاویکاربردی, 3(1), 87–102. https://doi.org/10.22034/jltll.v3i1.51
Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and creativity: Implications for thinking and learning. Thinking Skills and Creativity, 37, 100689. https://doi.org/10.1016/j.tsc.2020.100689
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 13621688211001289. https://doi.org/10.1177/13621688211001289.
Jabbarov, U. (2020). The role of trainings in the formation and development of future foreign language teachers. Журналиностранныхязыков и лингвистики, 1(1), 34–38.
Johnson, D., Nathan, A. J., & Rawski, E. S. (Eds.). (2022). Popular culture in late imperial China 4. Univ of California Press.
Karademir, C. A., & Gorgoz, S. (2019). English teachers’ problems encountered in teaching four basic language skills. International Education Studies, 12(4), 118–127. https://doi.org/10.5539/ies.v12n4p118
Kodak, T., & Bergmann, S. (2020). Autism spectrum disorder: Characteristics, associated behaviors, and early intervention. Pediatric Clinics, 67(3), 525–535. https://doi.org/10.1016/j.pcl.2020.02.007.
Koshel, T., Manuylova, N., Revyakina, N., & Sakharova, E. (2019). Psychological approach to foreign language teaching. In: SHS Web of Conferences 70, 08021. EDP Sciences. https://doi.org/10.1051/shsconf/20197008021.
Lantolf, J. P., & Poehner, M. E. (2023). Sociocultural theory and classroom second language learning in the east asian context: Introduction to the special issue. The Modern Language Journal. https://doi.org/10.1111/modl.12816.
Li, C. (2020). A positive psychology perspective on chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246–263. https://doi.org/10.1080/01434632.2019.1614187.
Li, S. (2022). Working memory and second language learning: A critical and synthetic review. In: The Routledge Handbook of Second Language Acquisition and Psycholinguistics, pp. 348–360.
Li, P., & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. NPJ Science of Learning, 5(1), 8. https://doi.org/10.1038/s41539-020-0068-7
Liu, H. M., Tsao, F. M., & Li, P. (Eds.). (2020). Speech perception, production and acquisition: Multidisciplinary approaches in Chinese languages. Springer Singapore. https://doi.org/10.1007/978-981-15-7606-5
Lumentut, Y., & Lengkoan, F. (2021). The relationships of psycholinguistics in acquisition and language learning. Journal of English Culture Language Literature and Education, 9(1), 17–29. https://doi.org/10.53682/eclue.v9i1.1894
Lynn, C. W., & Bassett, D. S. (2020). How humans learn and represent networks. Proceedings of the National Academy of Sciences, 117(47), 29407–29415. https://doi.org/10.1073/pnas.1912328117
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352.
Marian, V., & Hayakawa, S. (2021). Measuring bilingualism: The quest for a “bilingualism quotient. Applied Psycholinguistics, 42(2), 527–548. https://doi.org/10.1017/S0142716420000533.
Mavrou, I. (2020). Working memory, executive functions, and emotional intelligence in second language writing. Journal of Second Language Writing, 50, 100758. https://doi.org/10.1016/j.jslw.2020.100758.
Menon, V., & D’Esposito, M. (2022). The role of PFC networks in cognitive control and executive function. Neuropsychopharmacology : Official Publication of The American College of Neuropsychopharmacology, 47(1), 90–103. https://doi.org/10.1038/s41386-021-01152-w
Mok, P. P. K., Fung, H. S. H., & Li, V. G. (2019). Assessing the link between perception and production in cantonese tone acquisition. Journal of Speech Language and Hearing Research, 62(5), 1243–1257. https://doi.org/10.1044/2018_JSLHR-S-17-0430.
Muhajirah, M. (2020). Basic of learning theory: (behaviorism, cognitivism, constructivism, and humanism). International Journal of Asian Education, 1(1), 37–42. https://doi.org/10.46966/ijae.v1i1.23
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. RevistaRomaneascaPentruEducatieMultidimensionala, 12(3), 44–65. https://doi.org/10.18662/rrem/12.3/308.
Pae, H. K., & Pae, H. K. (2020). From linguistic relativity to script relativity. In Script Effects as the Hidden Drive of the Mind Cognition and Culture, pp. 37–58. https://doi.org/10.1007/978-3-030-55152-0_3.
Pikhart, M., & Klimova, B. (2020). Maintaining and supporting seniors’ wellbeing through foreign language learning: Psycholinguistics of second language acquisition in older age. International Journal of Environmental Research and Public Health, 17(21), 8038. https://doi.org/10.3390/ijerph17218038.
Presbitero, A. (2020). Foreign language skill, anxiety, cultural intelligence and individual task performance in global virtual teams: A cognitive perspective. Journal of International Management, 26(2), 100729. https://doi.org/10.1016/j.intman.2019.100729.
Purba, N. (2018). The role of psycholinguistics in language learning and teaching. Tell Journal, 6(1), 47–54.
Qarshiboyeva, D. (2021). Importance of psychological knowledge in learning foreign languages. Journal of Pedagogy and Psychology in Modern Education, 1(4).
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6–18.
Salloum, S. A., Al-Emran, M., Shaalan, K., & Tarhini, A. (2019). Factors affecting the E-learning acceptance: A case study from UAE. Education and Information Technologies, 24, 509–530. https://doi.org/10.1007/s10639-018-9786-3.
Shablack, H., & Lindquist, K. A. (2019). The role of language in emotional development. In: Handbook of Emotional Development pp. 451–478. Springer, Cham. https://doi.org/10.1007/978-3-030-17332-6_18.
Simon, M., Campbell, E., Genest, F., MacLean, M. W., Champoux, F., & Lepore, F. (2020). The impact of early deafness on brain plasticity: A systematic review of the white and gray matter changes. Frontiers in Neuroscience, 14, 206. https://doi.org/10.3389/fnins.2020.00206
Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68, 1181–1198. https://doi.org/10.1007/s11423-019-09733-9.
Tripp, A., & Munson, B. (2022). Perceiving gender while perceiving language: Integrating psycholinguistics and gender theory. Wiley Interdisciplinary Reviews: Cognitive Science, 13(2), e1583. https://doi.org/10.1002/wcs.1583.
Uddin, L. Q. (2021). Cognitive and behavioural flexibility: Neural mechanisms and clinical considerations. Nature Reviews Neuroscience, 22(3), 167–179. https://doi.org/10.1038/s41583-021-00428-w.
van der Ploeg, M., Lowie, W., & Keijzer, M. (2023). The effects of language teaching pedagogy on cognitive functioning in older adults. Behavioral Sciences, 13(3), 199.
Velanitta, V. (2020). Language perception and language production in early childhood: Language acquisition. Journal of English Language Teaching and Learning (JETLE), 1(2), 19–27.
Vivanti, G., & Zhong, H. N. (2020). Naturalistic developmental behavioral interventions for children with autism. In: Clinical Guide to Early Interventions for Children with Autism, pp. 93–130. https://doi.org/10.3390/bs13030199.
War, T. A. (2019). A Psychological Approach to Language Teaching. International Journal of Indian Psychȯlogy, 7(3), https://doi.org/10.25215/0703.057.
Wright, T. S., & Domke, L. M. (2019). The role of language and literacy in K-5 science and social studies standards. Journal of Literacy Research, 51(1), 5–29. https://doi.org/10.1177/1086296X18821141.
Yu, Y. (2022). The role of psycholinguistics for language learning in teaching based on formulaic sequence use and oral fluency. Frontiers in Psychology, 13, 1012225–1012225. https://doi.org/10.3389/fpsyg.2022.1012225.
Zengin, B., Başal, A., & Yükselir, C. (2019). Investigation into the perceptions of English teachers and instructors on the use of literature in English language teaching. The Reading Matrix: An International Online Journal, 19(1), 155–166.
Funding
This work was funded by the National Natural Science Foundation (2022XXXX).
Author information
Authors and Affiliations
Contributions
SB agreed on the content of the study. SB collected all the data for analysis. SB agreed on the methodology. SB completed the analysis based on agreed steps. Results and conclusions are discussed and written together. The author read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Ethical approval
This article does not contain any studies with human participants.
Human and Animal Rights
This article does not contain any studies with human or animal subjects performed by any of the authors.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Beibei, S. Psychological Impact of Languages on the Human Mind: Research on the Contribution of Psycholinguistics Approach to Teaching and Learning English. J Psycholinguist Res 52, 2027–2045 (2023). https://doi.org/10.1007/s10936-023-09977-w
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10936-023-09977-w