The Role of Psyhcolinguistics in Analyzing a Language Acquisition, Comprehension, and Production

Psycholinguistics has a role in language learning and composition. In addition, psycholinguistics explains the acquisition, production, understanding, and loss of language (Steinberg & Sciarini, 2013). In-depth acquisition and lost language are generated over a predetermined or diachronic period of time (Steinberg & Sciarini, 2013). Meanwhile, production and understanding will pass through a synchronic or specific period (Chowdhury, 2003). They will acquire the language through the language teaching process, which is carried out directly or indirectly. Generally,  children will be more creative in their use. Therefore, this article will answer how psycholinguistics builds a bedrock to persuade a successful delivery that language learning should be preserved.  This article will address four main topics: a) language acquisition, b) language comprehension,  c) language production, and d) psycholinguistics in language teaching. Thus, psycholinguistic theories are beneficial for language teaching in education.

Language acquisition 

In language acquisition, psycholinguistics provides a basic human understanding of language according to its structure and process. Psycholinguistics is a  study that focuses on human achievement in acquiring language since infancy or as newborns (Kess, 1992). It has to do with someone who will acquire and produce language in the brain. This acquisition is based on appropriate language teaching and results in a person's speed at mastering the first or second language. 

Teaching science related to language will play a significant role in the presence of language in life. Language is a person's way of communicating or conveying messages.  Therefore, psycholinguistics in language acquisition shows the existence of communicators  (who) -deliver messages (say what) -through the media (in which channel) -society (to whom), and effects (with what effect) (Laswell, 1948).  

Stern (1924) stated that there are several stages of individuals acquiring language. The theory developed by Stern provides clarity on how a person can acquire their first language. This theory also explains several aspects that need to be considered by individuals who will teach language to first-language acquirers or infants. In theory, Stern provides four fundamental indicators of language acquisition. The first stage is the preliminary (first year), starting at 0–1 year. Second, the first period starts at 1–1.5 years. Third, the second period starts at 1.5–2 years. Fourth, the third period starts at 2–2.5 years. The fifth period is the fourth period, which starts at 2.5–6 years, and so on.

Furthermore, in every language acquisition process, several aspects support a person in achieving their first language target. These aspects cover every development in language acquisition. In the preliminary stage (first year), there are several experts such as Stern (1924),  Scovel (1999), Clark (2009), and Crystal (2010) who claim that in this stage, babies can do:  babbling, crying, cooing, and gooing. 

Then, the first period. Stern stated that this phase is a child's ability to produce words  such as: [ga], [ba], [da], [ma], and [na]. Furthermore, the child will get small sounds with their own meaning, which are then passed on through the ideas in sentences. However, children still cannot understand grammar comprehensively.

Next is the second period. Stren gives a picture that babies will receive at this time:  children will learn to combine words. Generally, children realize that every object or thing has a  name. Therefore, vocabulary acquisition has three stages: 

a. Substance 

The substance is an enhancement of a noun. 

b. Action