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ABSTRACT: Interest in basic theoretical and empirical studies in psycholinguistics has grown recently, but little work has been done to show relevance to language learning. Foreign language teaching methodologies are supported by very little empirical evidence, and applied psycholinguistic research in second-language teaching is only beginning to identify critical variables in instructional methods. In the teaching of English as a second language and the teaching of standard English to disadvantaged children, psycholinguistics may have much to offer. But before the application of psycholinguistics in these areas can become truly meaningful, specific problems must be defined and training programs must produce competent, interested researchers.