This document discusses the development of psychological perspectives in language teaching from early associationism to modern psycholinguistics. It reviews how educational psychology began influencing language teaching in the 1930s-1940s, focusing on optimal ages and habits. In the 1960s, theorists like Carroll and Rivers developed two-stage models of second language acquisition and questioned psychological assumptions. The 1970s saw fresh debates and empirical research on these issues to advance the field, though answers remained unclear. Overall, the document examines how psychology has shaped and continues to inform theories of language learning over time.

1. CONCEPT OF LANGUAGE
LEARNING
15. Development of a Psychological Perspective
in Language Teaching: A Selective Review
Stern, H.H. 1983. Foundation Concepts of
Language Teaching. London: Oxford
University Press.
Presented by:
Rizky Amelia
(140221807915)

2. Outline:
Chronological Review
 Sociology
 Anthropology Early associationism
 History Educational psychology enters the scene
 Linguistics The post-war years
 Psychology The sixties
 Psycholinguistics The seventies

3. a. Early Associationism
Sweet interprets language learning in terms of
associationism
He derived six principles of associative learning.
Sweet and Palmer did not ignore the psychology
of the learner and language learning.

4. b. Educational psychology enters the scene
Several studies during the interwar years:
Huse (1931) Critical work
Findlay (1932) Modest beginning
Brachfeld (1936) Learning language and psychology
Stengel (1939) Emotional resistences in adults learners

5. c. The post-war years:
turning to psychology for answers
Scott (1946): psychology is supportive
Carroll (1953): Language is a system of well-learned
habitual responses.
Psychological issues:
1950s: optimal age for second language learner
1960s: second language learning
Did not develop, said to be oversimplified

6. d. The sixties:
questioning psychological assumptions
Carroll: critical point and re-thinking
(1964) Rivers: Questioned and analyzed.
(1968) Rivers published a two-stage process of
SLL: 1. Lower
2. More cognitive
These gave a more psychological basis

7. The attack on the psychology of ALM:
Carroll
Rivers Anisfeld (1966) Specific habit
Chomsky general rules
Jacobovits: habit formation and
automatization was a secondary factor
Redress the balance by pointing out exaggerations of audiolingual method

8. e. The seventies:
fresh theorizing and empirical reserach
Inconclusive arguments and debates
Research on what was needed
Annual meeting
Outstanding enquiry
Serious attempts to study through the debate to advance

9. Conclusion:
1. Teaching theory has been in contact with
psychology, and more recently with
psycholinguistics.
2. Psychology clearly directs our attention to the
individual person as a language user and
language learner.
3. The answers to the debates may be undefinitive,
but they have given us a more differentiated
understanding of the issues.

10. Conclusion:
4. All chronological events which brought intelectual
conflict and disorientation somehow give
improvement concepts to psychology in language
teaching theory.
5. The theoretical review on this chapter makes us
realize that it is right the once a task is done, it
does not mean that it is already complete.

11. Reference:
Stern, H.H. 1983. Foundation Concepts of
Language Teaching. London: Oxford
University Press.