THE SUBJECT MATTER OF PSYCHOLINGUISTICS.
For many years language was approached as just a system, outside the processes of its acquisition and use. Nowadays it has become quite popular to study language in action, taking into account the human factor. There has been a great interest in the analysis of different parameters of the communicative speech situation, like time place and social environment. It is evident that when we speak, we are influenced by everything around us as well as by our own inner selves. It would be very easy to analyze texts, if people spoke like computers, following the principle of formal logic and that of economy. Luckily, it is not so. If we were absolutely logical, trying to relate to others, our speech would be very dull and lifeless.
Psycholinguistics is one of several linguistic disciplines which focus on the relationship between language structures and the one who uses them It stands on the borderline between Psychology and Linguistics. The subject matter of Psychology is the nature and function of the human soul. The term itself is derived from the two Greek words “psyche” which means “soul” and “logos” which stands for “science”. There are three aspects in the human soul: “mind”, “will” and “emotions”, and all of them are studied by Psychology. The subject matter of Psycholinguistics is, of course, narrower. It is not concerned with human soul as it is. Its scope of interest is human ability to use language.
On the other hand, Psycholinguistics is not a completely independent discipline, it is a branch of General Linguistics.
Psycholinguistics can be briefly defined as a branch of language science studying speech behavior of man. B.Skinner, a famous American psychologist, suggests that language is a part of a more encompassing human behavior.
Psycholinguistics was officially recognized as a discipline, as a branch of linguistics in 1953, in the city of Bloomington, USA. It was based on the principles of the “theory of information”. The key terms that were used were “sender”, “channel” and “recipient”. The importance of using the channel effectively was underlined. The channel is described in terms of “effectiveness” and “reliability”. The effectiveness of the channel is related to the number of the bites of information that can be conveyed for a certain time unit. It means that the more information is conveyed for, let us say, an hour or a minute the more effective the channel is.
The reliability of the channel can be defined as the answer to the question “Is there any difference between what was sent and what was received?” To increase the reliability the speaker may want to speak slower, repeating the same over and over again, which, of course, will decrease the effectiveness of the channel. It has been proved for example that the study material covered by an average half-an-hour lecture could be successfully presented for just twenty minutes, if the teacher were after the efficiency of the channel only. However, it would be extremely difficult, if not impossible, for the students to receive pure semiological (or logical) information, not dissolved by any flashbacks or jokes. Normal speech is half-reliable and half-effective.
n 1954 a book by Ch. Osgood and L. Sebeok was published. The title of it was “Psycholinguistics: A study of Theory and Research Problems” and it gave birth to psycholinguistics as an independent discipline. Psycholinguistics is defined as “a science which provides for the use of linguistic analysis of grammar to identify the mental and behavioral processes which underlie language acquisition and development”. Ch. Osgood suggested a three-level model of the derivation of the utterance. The speaker (sender) realizes his communicative intention step by step, level by level, choosing one of the possible phonetic, lexical and morphological variants. According to P.L. Newcomer and D.D. Hannill, psycholinguistics is the study of the mental processes which underlie the acquisition and use of language.
A.A. Leontyev, defines the subject matter of psycholinguistics as the relationship between language system and linguistic competence. What is meant, scholars no longer focus on language as a system, but they also analyze the person’s ability to use the linguistic units and structures more effectively.
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