Psycholinguistic Processes In Foreign Language Learning

This thesis studies the psycholinguistic processes in foreign language learning, including input, central possessing and output. By critical literature review, the author intends to clarify the psycholinguistic processes in foreign language learning, especially the central part. The thesis intends to give some suggestions for raising current foreign language education quality from the perspective of learners' psycholinguistic processes in foreign language learning.The thesis first introduces and analyzes following theories related with the psycholinguistic processes in foreign language learning: Krashen's Comprehensible Input Hypothesis and Swain's Comprehensible Output Hypothesis. Through review and analysis, the thesis concludes that each part of psycholinguistic processes in foreign language learning cannot be overlooked and each part plays an important role. Among them, the most important ones are input central processing and output. The interactions among input, central processing and output are the psycholinguistic processes in foreign language learning. With the development of theoretical study, the overlooked parts of psycholinguistic processes get attention. This makes the study of psycholinguistic processes in foreign language learning more comprehensive and concrete. Then the central processing part proceeds to discuss the mechanism of interlanguage and explain the interaction and transference between- the short-term memory and the long-term memory. There is a close relationship between the way language material is represented in memory and interlanguage. The central part of psycholinguistic processes is a dynamic system. This central part is influenced by input and output. There is not an isolated central part In the real foreign language learning and teaching, through output learners can realize the gap between learners' language and the target language. Then learners will work hard to enlarge input, central processing and output, monitor and check their learning processes and result. In the processes, by various comparisons, learners will find differences between learners' native language and the target language such as language structure, expressive manner and psycholinguistic processes and build up their own schemata.After intense exercise, language material is integrated and put at the proper place of memory so that it can be retrieved flexibly. On the contrary, if there is only input without central possessing and output, language materials will pile up in the memory, which becomes a burden to the limited attention resources in the short-term memory. The piling up of language materials will cause disorder of the long-term memory and then confused output. Through literature review and analysis, we find that each part of psycholinguistic processes cannot be overlooked because each part plays an important role in foreign language learning. Among them, the most important parts are input, central processing and output. The interaction among them is the focus of this thesis. With the development of theoretical study, new theories compensate the old ones by paying attention to the overlooked psycholinguistic processing parts, which makes psycholinguistic processes more concrete.Owing to the psycholinguistic processes discussed above, we should pay equal attention to input, central processing and output. It asks us to design activities and tasks in communicative classes obeying the psycholinguistic processes in foreign language learning to promote optimal input, central processing and output. Accordingly, a virtuous circle can be achieved toward autonomous learning and a high level of subject consciousness and effective memory. At the same time, learners can acquire good learning strategies, which can raise learning efficiency and achievement.