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Introduction:Tescopeofappliedpsycholinguistics
domainsofpsycholinguistics,italsoembracesthefindingsofsuchdisciplines
ofstudyasbiologyandcognitivesciences.Psycholinguisticsoriginallyinvesti-
gatedfirstlanguageacquisitionbutwiththedevelopmentofappliedlinguistics
ormoreprecisely,ofsecondlforeignlanguageacquisitionllearning,itexpanded
itspurviewtoinvestigatethesediferentcontexts.Temajordimensionsof
psycholinguisticinterestlieinwhatlanguageknowledgeisneededtobeableto
functionverbally(tacitlimplicitknowledgeversusexplicitknowledge)andwhat
cognitiveprocessesareinvolvedinlanguagecomprehensionandproduction.
Forexample,psycholinguisticstudiestakeupissuesassociatedwithperception,
memory,thinking,andlearning.Aspsychologyconstitutesthemajorsource-
-domainforpsycholinguistics,morerecentlyithasstartedtoturnitsattention
toafectiveaspectsoflanguagefunctioning,bothonthelevelofcomprehension
andproduction,andwithregardtointeractionbetweenpeople.Tisbeliefinthe
roleofafectivityderives,amongothersources,fromfindingsinneurosciences
demonstratingtheprimacyofafectiveprocessingovercognitiveprocessing,or
atleastitsimportantfilteringrole(Schumann,1997;Paradis,2000).Hencethe
topicsinvestigatedbypsycholinguistsrangefromspeechcomprehensionand
production,childlanguageacquisitionandbilingualismtolanguageinstruction
andeducation,languagedisordersandissuesinverbalandnonverbalcom-
munication,aswellasspeechtechnologies,humancommunicationmodelsand
mass-mediapsycholinguisticanalysis,morerecentlyextendedtothestudyof
humanemotionality.Appliedpsycholinguisticsemploysthepracticalresultsof
thisresearchinstudyingcommunicationcontextsintheirentirety.
Whatthereforeisthevitalconnectionbetweeneducationalissuesandstudy-
ingtheteacherandlearner,andresearchinappliedpsycholinguistics?Research
ineducationcanbecarriedoutinaclassicalandscientificwaybyfocusingon
quantifyingdataandmeasuringdiferentformsofbehavior.Asecondtypeof
approachreliesonsocio-cultural-historicalaspectsandtheirmeasurement.
Athird,phenomenologicalandinterpretive,onelooksatqualitativedataand
ofersinterpretationbyexaminingforexamplepeople’sperceptions.Tisis
apsycholinguisticdimensionoftheresearchedissue,preciselybecauseitinvolves
thinking,feeling,andtheirverbalexpression.Tisapproachiscriticalinnature
andlooksathumanexperienceasproblem-oriented,assomethingwhich
needstobequestionedandinterpreted(Kincheloe&Steinberg,1998).Study-
ingteachers’perceptionsoftheirownafectivityisimportantinunderstanding
theirinstructionalstyle,notsomuchintermsofappliedteachingmethodsand
techniques,butmoreintermsofclassroom(andbeyond)communicationand
interactionwiththelearners.Asafectiveprocessingisprimaryoveritscog-
nitiveanalogue(Schumann,1997),itafectsteacherlanguageprocessingand
performance,andinsomewayshapesthemannerateacherwillverbally(and
nonverbally)interactwithhislherclass.Terefore,itisclearlyanissuetobe
studiedinappliedpsycholinguistics.
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