Two major applications of psycholinguistics are Task-based Instruction and Language Testing.
Task-based Instruction
Unlike foreign language instruction, task based instruction gives learners some tasks to perform, leading to communication which is the goal of language. Communication and meaning making processes operate directly.
But the limitation of this kind of instruction is the possible lack of focus on form. Bringing focus on form is the challenge of task based instruction, without compromising on the natural-ness of communication.
Therefore, selection of tasks has to strike a balance between form and content. Evaluation using the criteria of fluency, accuracy and complexity is important for the organization of the order of tasks. These three aspects are independent of each other.
Language Testing
If language performance and learning in psycholinguistics are dual code based (rule based code for performance and memory based code for faster access), and if they have to coexist, the mode of testing also has to change. One has to reflect on how processing factors affect performance. The three aspects of fluency, accuracy and complexity are important aspects. One needs to draw from cognitive psychology to shape how we make test based generalization about real world performance.
Task-based Instruction
Unlike foreign language instruction, task based instruction gives learners some tasks to perform, leading to communication which is the goal of language. Communication and meaning making processes operate directly.
But the limitation of this kind of instruction is the possible lack of focus on form. Bringing focus on form is the challenge of task based instruction, without compromising on the natural-ness of communication.
Therefore, selection of tasks has to strike a balance between form and content. Evaluation using the criteria of fluency, accuracy and complexity is important for the organization of the order of tasks. These three aspects are independent of each other.
Language Testing
If language performance and learning in psycholinguistics are dual code based (rule based code for performance and memory based code for faster access), and if they have to coexist, the mode of testing also has to change. One has to reflect on how processing factors affect performance. The three aspects of fluency, accuracy and complexity are important aspects. One needs to draw from cognitive psychology to shape how we make test based generalization about real world performance.
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