For Psycolinx 2013

1. Associate Professor Sorani Wongbiasaj, Ph.D.
Assistant Professor Wichian Sunitham
A course book material for English 001444
Faculty of Humanities, Chiang Mai University
June 2008

2. 2
Course Syllabus
Course number: 001444
Course title: Introduction to Psycholinguistics
Semester : 1/2013
Pre-requisite: 001330 (English Syntax)
Course credit: 3(3-0-6)
Instructor: Asst. Prof. Wichian Sunitham
Office: HB 02-006, Tel. 3251 ext. 219
Facebook: www.facebook.com/ajarn.waen
Course description
This course focuses primarily on second language learning theories and classroom
application. The first half of the course will be theoretical. Students will examine how
physiological, cognitive and affective factors such as age, sex, learning styles, motivation and
personality affect second language learners. They will also explore topics such as memory,
information processing and learning strategies. The second half of the course will focus on
the theory of acquisition in both first and second languages and the application of theory to
the language classroom, especially in terms of teaching methodology and activities.
Course objectives
At the end of the course, students are expected to
1. have an understanding of current second language learning theories and their applica-
tions.
2. have insight into language learning strategies and be able to analyze and evaluate
them on the basis of the theories.
3. be able to observe second language learning situations around them and analyze and
discuss the data they have collected through their observations.
4. be able to conduct survey research and present the results in class.
5. be able to read basic academic articles, summarize and discuss them in relation to the
theories they have learned.

3. 3
Course contents
The content of the course covers the following topics.
1. Introduction
2. Factors affecting language learning
2.1 Physiological factors (brain and age)
2.2 Cognitive factors (memory and cognitive domains)
2.3 Affective factors (inhibition, self-esteem, anxiety, etc)
3. L1 vs L2 Learning / Acquisition (theories and application)
4. Learning strategies & good language learners
5. L2 teaching methodology
5.1 Audiolingual method
5.2 Cognitive code learning
5.3 Communicative language teaching
5.4 Other approaches
Class formats
1. Lectures
2. Discussions / Oral reports (groups/pairs/whole class)
3. Presentation / Class observation / School visit
4. Consultation / Internet-based learning / Self access learning
Class assess
1. Participation/contributions: Ss contributions in the classroom such as willingness
to be involved in discussions or group work, class preparation prior to class atten-
dance, and bringing up interesting aspects for discussions or sharing their experiences
related to the topics studied. (2+3 %)
2. Tasks & class/reading assignments:
Ss will be assigned to watch video-based lessons/teaching approaches or to read
articles/working papers/excerpts related to any aspects in L2 learning. They will
then take notes on what they read/watch and give the oral reports in class. (10 %)

4. 4
Class assignments must be good in quality and show ss understanding of the main
points taught. Assignments must also meet the deadlines set. (10 %)
3. School visit & demonstration / class or L2 context observation: During the semes-
ter, the teacher will arrange for the whole class to visit a school in Chiang Mai or a
nearby province. Class observation and demonstration/activities organized for school
students will be done. Students will also be assigned to attend foundation English
classes provided by the English Department (15 %)
4. Project and Conference: Ss will work in groups and come up with a project related
to the topics/ theories studied in class. They will also plan the project, collect data, and
write an academic paper about the project. Ss will also be assigned roles to help in a
conference for EFL classrooms (15+5 %)
5. Final examination: Ss must take the final examination (40 %)
Resources
Chiang Mai University Main Library
Faculty of Humanities Library / Faculty of Education Library
Faculty of Humanities Self-Access Center
Course fees
Course materials 100 Baht (Collected in June)
Field trip 150 Baht * (Collected @ first week of July)
Transportation for school visit OPEN (depends on where we go)
*Faculty of Humanities will partly sponsor the field trip to collect the data for your research.

5. 5
Introduction
COMMON BELIEFS AND FEELINGS
Activity 1 Read each of the following statements and circle the number that best corresponds to
what you believe. Number 5 indicates the strongest belief while number 1 your strongest disagree-
ment or disapproval. If you have no inclination towards either side, choose number 3.
Strongly Strongly
agree disagree
1. People with a good brain are good language learners.
2. The most important factor in secondlanguage acquisition
success is motivation.
3. The earlier English is introduced in Thai schools, the more
successful the students will be in learning it.
4. Teachers know the best learning techniques and all
students should learn from them.
5. Anxiety and worries are bad because they block learning.
6. All learning occurs in classrooms with teachers and
textbooks.
7. Good teaching techniques in classrooms always help learners
to become successful.
8. People who are good at speaking usually have good learning strategies, so we should learn from them.
Activity 2 : What causes difDiculties in learning L2?

6. 6
Activity 1: Watch the video clip, “The Human Brain: Where Language Is Being
Processed”, then fill in the missing words of the following statements.
1. Anatomically, the brain can be divided into three parts: 1. _____________________,
2. _____________________, 3. _____________________.
2. The first part of the brain consists of ______________________________ or halves,
thalami, hypothalamus, and the limbic system.
3. The second part of the brain is located into the top of _________________________.
4. The last part of the brain consists of 1. ____________________________________,
2. the pons, and 3. the medulla.
5. The corpus callosum connects __________________________ and
____________________.
6. The limbic system concerns with _________________________________________
while ________________________________ concerns with the balance and the
control of movement.
7. The right half of the brain called ____________________________ has control over
____________________________________________________________________
8. The left half of the brain called __________________________ consists of many
areas responsible for speech. One of the areas is called _______________________
and the other is ________________________________. There are also other areas
that are responsible for naming and writing.

7. 7
Terms you hear from the clipTerms you hear from the clipTerms you hear from the clipTerms you hear from the clip
CerebellumCerebellumCerebellumCerebellum = a large portion of the brain, serving to coordinate voluntary movements, posture, and bal-
ance in humans, being in back of and below the cerebrum and consisting of two lateral lobes
and a central lobe
Cerebral cortexCerebral cortexCerebral cortexCerebral cortex = the furrowed outer layer of gray matter in the cerebrum of the brain, associated with
the higher brain functions, as voluntary movement, coordination of sensory information,
learning and memory, and the expression of individuality
CerebrumCerebrumCerebrumCerebrum = the anterior and largest part of the brain, consisting of two halves or hemispheres and serv-
ing to control voluntary movements and coordinate mental actions
Corpus collosumCorpus collosumCorpus collosumCorpus collosum = a structure of the mammalian brain in the longitudinal
fissure that connects the left and right cerebral hemispheres
ForebrainForebrainForebrainForebrain (prosencephalon) = the anterior of the three primary divisions of the brain in the embryo of a
vertebrate, or the part of the adult brain derived from this tissue including the diencephalons
(the posterior section of the forebrain) and telencephalon (the anterior section of the fore-
brain comprising the cerebrum and related structures)
HemisphereHemisphereHemisphereHemisphere = either of the lateral halves of the cerebrum or cerebellum
HindbrainHindbrainHindbrainHindbrain = the most posterior of the three primary divisions of the brain in the embryo of a vertebrate
or the part of the adult brain derived from this tissue, including the cerebellum, pons, and
medulla oblongata; rhombencephalon
HypothalamusHypothalamusHypothalamusHypothalamus = a region of the brain, between the thalamus and the midbrain, that functions as the main
control center for the autonomic nervous system by regulating sleep cycles, body tempera-
ture, appetite, etc., and that acts as an endocrine gland by producing hormones, including the
releasing factors that control the hormonal secretions of the pituitary gland
Limbic systemLimbic systemLimbic systemLimbic system = a ring of interconnected structures in the midline of the brain around the hypothalamus,
involved with emotion and memory and with homeostatic regulatory systems
MidbrainMidbrainMidbrainMidbrain = the middle of the three primary divisions of the brain in the embryo of a vertebrate or the
part of the adult brain derived from this tissue; mesencephalon
ThalamusThalamusThalamusThalamus = the middle part of the diencephalons (the posterior section of the forebrain) through which
sensory impulses pass to reach the cerebral cortex
VisioVisioVisioVisio----spatialspatialspatialspatial or VisuospatialVisuospatialVisuospatialVisuospatial = pertaining to perception of the spatial relationships among objects within
the field of vision; of or relating to visual perception of spatial relationships among objects
Meanings complied from:
Dictionary.com (Lexico Publishing Group, LLC, 2008)
Available: http://dictionary.reference.com/
Wikipedia (wikipedia.org)

8. 8
French physician Pierre Paul Broca
studied a man who suffered a
speech deficit (aphasia) in 1861.
This man could articulate a few
words. In the autopsy, Broca found
he had a syphilitic lesion in the
frontal lobe of the left hemisphere,
which is an important speech pro-
duction. The damage to this area,
which results in speech production
deficit, is thus known as Broca’s
aphasia.
German physician Karl Wer-
nicke followed Broca by studying
language deficits. But his finding
was not similar to that of Broca. He
noted that not every deficit was in
speech production as some were
linguistic. He found that damage to
the left posterior or Wernicke’s area
caused language comprehension
deficits rather than speech produc-
tion deficits. The damage to this
area is known as Wernicke’s
aphasia.
Activity 2: Read the chart of the lateralization of the left and the right hemispheres then discuss.
Left hemisphere Right hemisphere
• Controls motor and sensory activity on
the right side
• is the location of speech and hearing
centres
• is responsible for processing informa-
tion analytically and serially or sequen-
tially
• is responsible for linear algorithmic
processing as well as perception of
counting or measurement in mathemat-
ics
• is responsible for processing grammar
and vocabulary in language
• controls left-side motor and sensory ac-
tivity as well as features such as spatial
relationships, artistic expression and
visualization
• is responsible for processing information
holistically, simultaneously, imagisti-
cally, and intuitively
• is responsible for processing holistic
reasoning language functions such as
intonation and accentuation
• is responsible for processing functions
such as the transduction of visual and
musical stimuli, spatial manipulation,
facial perception, and artistic ability

9. 9
We all use both hemispheres of the brain, but one side may be dominant over the other.
This is simply a statement of preference where one hemisphere is used more than the other
to process information.
Current Ideas about Brain Hemisphere Specialization
In the past, scientists who were interested in language development often thought
that the left side of the brain controls how people learn language and that the right side of
the brain controls artistic abilities.
Nowadays, scientists believe that language learning is more complicated. They do
not believe that language is controlled only by the left side of the brain. They believe that
language learning consists of different parts for thinking and perceiving. Some of these
parts are processed by the left side and other parts are processed by the right side of the
brain. Even though the left side plays a significant role in language learning, the right side
also contributes to language processing to some extent.

10. 10
Activity 3 : Look at the following characteristics or styles of a learner and decide if they
are related to the right or the left hemisphere. Tick in the box (þ) provided.
LEFT RIGHT
analytical thinker
synthesizer (good at combining)
looks at differences
looks at similarities
learns better by drawing
uses pictures, not words
prefers talking and writing
is rational
is intuitive
is logical, sees cause and effect
is analogical, sees correspondences
and relationships
relies on language in thinking and re-
membering
relies on images in thinking and re-
membering
solves problems with hunches
solves problems by logically and se-
quentially looking at parts of things

11. 11
Activity 4 : Which hemisphere do you think is responsible for language
learning? Write a hypothesis then read the research excerpts
on the next page to see if they confirm/verify or dis-
prove/falsify your hypothesis.
.
A HypothesisA HypothesisA HypothesisA Hypothesis
A hypothesis is very important when you want to
conduct a research study. A hypothesis is just a
tentative statement that proposes a possible expla-
nation to some phenomenon and is normally used
to predict the results of a research study. A hy-
pothesis is not a theory, which is a general explana-
tion based on a large amount of data. When you
write a hypothesis you usually follow these steps:
1. Choose what you want to test or find out in a re-
search study.
2. Write down your idea of what you think will hap-
pen in one or two sentences.
3. Gather and analyze your data to see if it sup-
ports or goes against your hypothesis, so you
can provide possible explanations as to why
your research (did not) work(ed) out as pre-
dicted

12. 12
Hypotheses
Empirical research (i.e. research based on observation) has been done to check these two hy-
potheses. Read the following summaries of the real situation experiments and decide if they
confirm or disprove the two hypotheses.
a) Kotik (1975) investigated people who learn a second language in everyday situations out-
side of school and people who learn a second language in school. He studied people who
were bilingual in Russian and Estonian. He found that people who had learned Estonian as
their second language in daily life outside of school showed no difference between left
and right side brain activity. In contrast, the people who had learned Russian as their sec-
ond language in school showed more brain activity on the left side.
b) Hatta (1981) did a study of Japanese students to discover which side of the brain was in-
volved in processing Japanese. Japanese uses two systems together in its writing: kana
syllable writing and kanji (based on Chinese characters). When the students were learn-
ing kana the left side of the brain was involved. But when they were processing kanji the
right side was involved.

13. 13
HYPOTHESES
Activity 5 : Here are some interesting hypotheses about second language acquisition (SLA).
These hypotheses are based on the fact that the right and left sides or hemispheres of
our brains have different functions when we learn a language. Write the word right
or left in the blanks.
H1 - There may be greater use of the ____________ hemisphere when we process languages
that we have learned informally (i.e. outside the classroom). On the other hand, there
may be more use of the _____________ hemisphere when we process languages that we
have learned in a formal way (i.e. in the classroom).
H2 - When we read ideographic / visual writing (e.g. in reading Chinese) we use more of the
_____________ hemisphere but when we read a phonemic / alphabetic writing (e.g. in
reading English or Thai) we use more of the _____________ hemisphere.

14. 14
Activity 6 : Here are more summaries of research findings. What hypothesis can be drawn from
each research summary?
Finding 1
This paper tests the ability of the subjects’ prosodic deficits with right and left brain
damage (subjects were brain-damaged patients). The subjects repeat and comprehend affective
prosody under reduced verbal-articulatory conditions. The results demonstrate that reducing
verbal-articulatory condition greatly improve the performance of left but not right brain dam-
aged patients, thus supports the supposition that affective prosody is strongly lateralized to the
right hemisphere.
From: Ross, Elliott D. et al. 1997. Lateralization of Affective Prosody in Brain and the Callosal Inte-
gration of Hemispheric Language Functions. Brain and Language, 56, 1, 27-54.
Finding 2
A lot of research studies (Myers, 1978, 1979, 1981; Culloden, Hyde-Wright & Ship-
man, 1986; Bishop & Rosenbloom, 1987; Bryan, 1988; Biship & Adams, 1989) have shown interest-
ing comparisons between the communication deficits observed in patients with right hemi-
sphere lesions and those described in children with semantic-pragmatic language disorder.
Both groups seem to have an underlying difficulty in integrating information, reflected in their
verbal output. Both groups also have poor comprehension and use of non-verbal communication
and prosody. Moreover, both groups perform better on structured tasks than on open-ended
one. Lastly, both groups tend to lend literal interpretation to figurative language and find diffi-
culty coping with metaphor and humor.
From: Shields, Jane.1991. Semantic-pragmatic disorder: A right hemisphere syndrome?. British
Journal of Disorders of Communication, 26, 383-392.
Finding 3
This study shows a strong argument the right hemisphere (RH) deals with the cer-
tainty problem, and the left hemisphere (LH) deals with the producing-effects problem in early
infancy. Strategies used by young infants, with corresponding hemispheric specializations, indi-
cate that infants keep work on the two problems apart in their early years while the corpus callo-
sum is still underdeveloped. That a matching specialization continues in later life is supported by
the adults’ strategies activated by both RH and LH .
From: Burnand, Gordon. 2002. Hemisphere Specialization as an Aid in Early Infancy. Neuropsy-
chology Review, 12, 4, 233-251.