E-BOOK-3

CHAPTER I

A. FOREWORD
Praise the author for the presence of God Almighty for his blessings and grace so that the

author can finish this writing on time. Thank you to mam tiara pasaribu as a lecturer who
always helps her students and provides a lot of useful knowledge.

The author is grateful to all the teamwork that took part in writing this book. It's not a
perfect model so the author expects criticism and suggestions to make it better.

DAFTAR ISI

CHAPTER I …………………………………………………………………………….. 1

A. FOREWORD ………………………………………………………………….. 1
B. TABLE OF CONTENTS …………………………………………………….. 2
C. PRELIMINARY ……………………………………………………………… 3
D. FORMULATION OF THE PROBLEM …………………………………….. 3
E. DESTINATION ……………………………………………………………….. 3

CHAPTER II 4

THEORITICAL REVIEW …………………………………………………………….. 4
4
A. Psycholinguistic ………………………………………………………………….
B. The aim of learning Psycholinguistic …………………………………………..

CHAPTER III ………………………………………………………………………….. 6
CHAPTER IV ………………………………………………………………………..… 7
CONCLUSION ………………………………………………………………………… 7
REFERENCE ………………………………………………………………………….. 8

B. PRELIMINARY

Psycholinguistics is the study of how people use language. It provides insights into how we
combine our own speaking and writing and how we understand others; how we store and use
vocabulary; how we manage to acquire a language in the first place; and how language fails
us.Therefore, one might expect It takes centre stage in any course in General Linguistics,
Applied Linguistics, Communication or Second Language Teaching. However, it usually doesn't.
It is difficult to study this area traditionally. This subject is highly interdisciplinary, requiring
expertise from linguists and psychologists.Anyone with an interest in the subject must also be
knowledgeable in psychological theory. Many linguists and psychologists have different
perspectives on language. For example, linguists focus on the structure of language, while
psychologists focus on the way people use language.

To this, one must add that psycholinguistics overlaps with many other domains, including
phonetics, discourse analysis, language pathology, neuroscience, computer modelling, and
language teaching pedagogy. For those of us who are familiar with the subject, this wide range of
topics is what makes it so fascinating; but to someone new to the topic, the eclectic nature can be
daunting.

D. FORMULATION OF THE PROBLEM

1. What is meant by psycholinguistics

3. Why we need study it ?

2. What is the role of psycholinguistics in everyday life

E. DESTINATION

1. To add knowledge about what psycholinguistics is
2. So that we can know the role of psycholinguisticstheoritical review

CHAPTER II

THEORITICAL REVIEW

Psycholinguistics theories have explained the mental processes that occur in human brain during
a person produces and perceives a language. Language perception includes the activity of
listening and reading, while the language production includes the activity of speaking and
writing.

A. Psycholinguistics

Psychology comes from English pscychology. The word psychology comes from the Greek
(Greek), namely from the root word psyche which means soul, spirit, soul and logos which
means knowledge. So, etymologically psychology means the science of the soul. Linguistics is
the science of language with its characteristics. Language itself is used by humans, both in
speaking and writing and is understood by humans both in listening and reading. Based on the
understanding of psychology and linguistics in the previous description, it can be concluded that
psycholinguistics is the study of language behavior, both visible and invisible behavior.

The following are some definitions of psycholinguistics according to experts.

1. Harley (Dardjowidjojo, 2003: 7) argues that psycholinguistics is the study of mental
processes in language use. Before using language, a language user first acquires
language.

2. Levelt (Marat, 1983: 1) suggests that psycholinguistics is a study of the use and
acquisition of language by humans.

3. Emmon Bach (Tarigan, 1985: 3) suggests that psycholinguistics is a science that
examines how speakers/users of language actually form/build sentences of the language.

4. Slobin (Chaer, 2003: 5) suggests that psycholinguistics tries to describe the psychological
processes that take place when a person pronounces the sentences he hears when
communicating and how language skills are acquired by humans.

B. The aim of learning psycholinguistics

Studying psycholinguistics provides researchers with the processes that underlie
linguistic information. Depending on whether the information comes from a linguistic or
psychological perspective, the reasons for a particular study may differ. But the ultimate reason

for such research, as noted by the University of Sheffield in England is to ultimately improve the
human condition. Better methods of teaching language can be developed through
psycholinguistics research. This is especially valuable for individuals with impaired ability or for
those who suffer brain injuries. The social environment is also crucial in determining how
individuals learn language.

Psycholinguistics provides a valuable tool not only for scientific research but also for
daily life. Advancements will allow teachers to better educate children in schools. Therapists
will be able to help those whose language ability is impaired.

CHAPTER III

The Domain of Psycholinguistic Inquiry

Linguistics is the discipline that describes the structure of language, including its grammar,
sound system, and vocabulary. The field of psycholinguistics, or the psychology of language, is
concerned with discovering the psychological processes by which humans acquire and use
language. Conventionally, psycholinguistics addresses three major concerns (Clark & Clark,
1977; Tanenhaus, 1989):

1. Comprehension: How people understand spoken and written language. This is a broad
area of investigation that involves scrutiny of the comprehension process at many levels,
including investigation of how speech signals are interpreted by listeners (speech
perception), how the meanings of words are determined (exical access), how the
grammatical structure of sentences is analyzed to obtain larger units of meaning sentence
processing), and how longer conversations or texts are appropriately formulated and
evaluated (discourse). Concerns specifically relevant to how written language is
processed are also part of this domain.

2. Speech production: How people produce language. The chapters that follow suggest that
it is somewhat easier to study comprehension than production; we can use controlled
language stimuli and then analyze patterns of accuracy and error, response time, and
other behaviors to arrive at an estimate of how listeners process language.However, it is
more difficult to gain insight into how concepts are put into linguistic form; the process is
largely hidden from observation, and speakers verbal expressions, even in response to
rather controlled eliciting stimuli, vary considerably.We learn most about the probable
nature of the speech production process from speakers' mistakes (speech errors or false
starts) and from' breaks in the ongoing hythm of connected speech (hesitation and pausal
phenomena, or speech disfluencies).

3. Acquisition: How people learn language. The major focus in this domain has been on
how children acquire a first language (developmental psycholinguistics)

CHAPTER IV

CONCLUSION
For a long time, people have disagreed about how language and thought are related. The
numerous viewpoints that have been held on the subject include those from the Ancient Greeks,
Whorf's thesis from the 1940s, which claimed that language comes before cognition, and later
cognitive methods, which assumed that thought and language coexist. The given empirical data
challenges the prevailing notions on linguistic universalism by indicating that language impacts
thinking. A survey of the literature led to the conclusion that language and thought interact in
such a way that language shapes thought while thought also has an impact on language.
Additional findings include the fact that language organizes cognition, that people from different
cultures and linguistic groups think differently, that multilinguals think more broadly than
monolinguals, and that thought cannot exist without language.

REFERENCE

https://studylib.net/doc/6880208/chapter-i-what-is-psycholinguistics%3F-the-domain-of
https://www.sciencedirect.com/topics/neuroscience/psycholinguistics
https://www.britannica.com/science/psycholinguistics
https://repository.dinus.ac.id/docs/ajar/Handbook-of-Psycho-Linguistics.pdf
https://arakmu.ac.ir/file/download/page/1601462970-psycholinguistics.pdf
https://files.eric.ed.gov/fulltext/ED521774.pdf
http://staffnew.uny.ac.id/upload/132303688/pendidikan/psikoling.pdf