PSYCHOLOGICAL IMPACT OF LANGUAGES ON THE HUMAN MIND: RESEARCH ON THE CONTRIBUTION OF PSYCHOLINGUISTICS APPROACH TO TEACHING AND LEARNING ENGLISH

Abstract

This research explores psycholinguistic aspects of English language acquisition among Punjab university students of Pakistan based on the psychological and cognitive factors that affect the English language acquisition process in the state of Pakistan. The research will take the mixed-methods approach, combining quantitative and qualitative stages to gain a complete picture of the research. Under the quantitative phase, a stratified random sampling of 120 students that took up English language learning programs were tested on their working memory, language anxiety, and performance through standardized questionnaires, surveys and cognitive tests. Under the qualitative phase, 18 purposively chosen participants participated in the psychological barriers, motivation, and cognitive engagement focused group discussions and semi-structured interviews. The quantitative data showed that working memory significantly and positively related with the acquisition of vocabulary (r = 0.58) and that language anxiety was slightly negative and correlated with every group performed tasks (r = -0.47). Classroom silence because of anxiety, cognitive overload, and low self-esteem and motivation to be enthusiastic were qualitative findings that marked the aspect of resilience. The experiment ends up showing that cognitive capacity and emotional states have influence on the language learning outcomes. It suggests that lessening of mental demands, integrating metacognitive reflection and nurturing helpful learning conditions should be done. Possible fertile extensions of the line of research include use of a broader variety of samples in different geographical areas, longitudinal studies of the same individuals to assess development over time, supportive and assessment of specific interventions aimed at promoting memory and anxiety reduction, and comparison of rural and urban, as well as cross-cultural contexts to determine common versus context-specific patterns in second language acquisition.