A Psycholinguistic Perspective on Language Learning in School Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors
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Soliyeva Muhayyo Nabijon qizi
Teacher of Uzbek Language and Literature, Secondary School No. 51 under the Department of Public Education, To‘raqo‘rg‘on District, Namangan Region
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- Keywords:
- psycholinguistics, language learning, school education, cognitive processes
- Abstract
- This article explores the application of a psycholinguistic perspective to language learning within the context of school education. Psycholinguistics, as an interdisciplinary field combining linguistics and psychology, provides valuable insights into how learners perceive, process, store, and produce language. In school settings, understanding these cognitive and psychological mechanisms is essential for designing effective teaching strategies that correspond to learners’ developmental and linguistic needs. The study emphasizes that language learning is not merely the acquisition of grammatical rules or vocabulary, but a complex mental process influenced by memory, attention, motivation, and prior linguistic experience. From a psycholinguistic viewpoint, classroom instruction should take into account factors such as age-related cognitive development, individual differences in language processing, and the role of interaction in constructing meaning. The article highlights how psycholinguistic principles can support the development of communicative competence, especially by fostering meaningful input, encouraging active language use, and reducing cognitive overload during instruction. Special attention is given to the role of teachers in creating psychologically supportive learning environments that promote confidence and reduce language anxiety. The article also discusses how psycholinguistic approaches can improve reading, listening, speaking, and writing skills by aligning teaching methods with natural language processing patterns. By integrating psycholinguistic principles into school education, language teaching can become more learner-centered, efficient, and responsive to cognitive realities. The findings suggest that adopting a psycholinguistic perspective contributes significantly to improving both the quality and effectiveness of language education at the school level.
- References
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