Psycholinguistic approaches to language development: their implications for language teaching
DOI:
https://doi.org/10.62305/alcon.v4i4.271Keywords:
psycholinguistic approach; language development; language teachingAbstract
This article is the result of a documentary review whose purpose is to contrast the theories of Piaget, Skinner, Chomsky and Halliday in relation to how children's language is acquired and developed. It has its origin in a documentary design research at an exploratory level, whose purpose is to specify the cognitive aspects of language development and its implications in language teaching. The relationship between cognition and language is crucial, since cognition influences the acquisition, understanding and production of language. Psycholinguistic approaches in language teaching have a significant impact on students' linguistic development by focusing on aspects such as cognition, communication and language acquisition. These implications allow for a deeper understanding of how students learn and use language, which influences how effective pedagogical strategies are designed to improve their linguistic and communication skills.
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