Second Language Learning through a Psycholinguistic Lens: Cognitive, Linguistic, and Pedagogical Perspectives

English Language

This study explores the process of second language (L2) learning through the interdisciplinary lens of psycholinguistics, focusing on cognitive, linguistic, and pedagogical dimensions. Drawing from foundational theories such as Chomsky's Universal Grammar, Krashen’s Input Hypothesis, and Vygotsky’s Sociocultural Theory, the research investigates how learners acquire, process, and produce language within educational settings. Emphasis is placed on understanding the internal mechanisms of attention, memory, and comprehension, as well as external factors such as input quality, interaction, feedback, and instructional design. The study underscores the distinction between linguistic competence and performance, highlighting the challenges learners face in transitioning from passive understanding to active language production. It further examines how psycholinguistic principles can inform learner-centered pedagogies, promote meaningful communication, and foster long-term language development. The findings advocate for a holistic approach to language instruction that aligns teaching practices with how the brain processes and acquires language, ultimately enhancing both fluency and communicative competence in second language learners.

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