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A psychological issue that began to be discussed in the 1950s was the question of the most
The need for a more systematic psychological research on language learning was fully recognized and clearly expressed by Carroll in the 1950s: " We are fundamentally ignorant of the psychology of language learning. "Carrol believed that educational psychology might provide helpful answers to pedagogy (the study of teaching methods) by carrying out research on specific ques-tions of language learning, for example: " Should sounds and meanings be presented at the same time or one after the other?" "Can meanings be presented just as well by verbal definitions as by pictures and concrete materials?""How can the transfer from speaking and understanding to reading be facilitated?""Under what conditions does the use of native language delay or facilitate learning?" "When do linguistic explanations facilitate learning?""At what rate can new materials be introduced? "Following up these and similar questions, Carroll and some of his students began to investigate a few of them . One of the most notable inquiries of that time was Carroll's own attempt, in collaboration with a professor of Spanish, to develop a new language aptitude test. Around the same time, studies on the social psychology of language learning were initiated by another professor and his students at McGill University in Montreal. From about 1960, in the context of emerging followers of psycholinguistics, there was a growing interest in studying second language learning from a psychological perspective.
Penfield's viewpoint was met with much
A.interest.
B.controversy.
C.compliments.
D.encouragement.
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