To Sum Up and Conclude

Creating an academic blog on Psycholinguistics has not been an easy task to deal with, because this subfield of Linguistics is concerned with complex processes, such as cognitive processes, language, brain processes, etc which are connected with language acquisition and language learning (in Krashen’s words). Thus, the following conclusions will try to analyse the most valuable and relevant contributions of this discipline towards L2 teaching/learning.

First of all, most theories and hypothesis held by the different representatives of this discipline have a strong weight in this discussion, since several important notions about different topics are extremely relevant and significant to understand L1 acquisition and L2 learning. For example, it would have been very difficult trying to understand the two processes previously mentioned without understanding the Critical Period hypothesis.

Second, although the insistence on considering early language acquisition as the most successful way to master a new language, it will be always positive learning something new, no matter if somebody is ninety years old or is not that “kind” of people who are considered to have a special aptitude (talent or gift) for language learning and use. Probably, that person will learn, at least, some new words that will be useful to open his/her mind, since knowing new concepts and their deep meaning broadens the scope of understanding one’s own language.

Third, and closely related to the previous idea, if L2 teachers are aware of the importance that learning a new language can have for their students, and the motivation that this importance implies, it will not be difficult to teach a L2 language, though their students are not highly proficient L2 learners. Why? Because teachers and students will be open to learn from each other, in a relaxed and cooperative atmosphere.

And last, but not least, research on psycholinguistic issues should leave the laboratories, in order to carry out investigation in real-world settings, which would be much more meaningful for us, for example, future teachers of English, people who want to teach based on a reliable theory (and as close to the reality as possible) about L2 learning.