ASSIGNMENT

_________________________________________________________________________
HBET1303
PSYCHOLINGUISTICS IN LANGUAGE TEACHING
JANUARY 2025 SEMESTER

SPECIFIC INSTRUCTIONS

1. Answer in English

2. Number of words: 2500 – 3000 words excluding references.

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date: 16 MARCH 2025.

6. This assignment accounts for 60% of the total marks for the course.
 ASSIGNMENT QUESTION

Note: This assignment consists of TWO parts.

PURPOSE
The purpose of this assignment is to expose students to key areas in psycholinguistics in
English as a Second Language (ESL).

PART I

Read the following article as a prerequisite to Task 1.

 Sundram, P. G. P. H., Rangan, P., Sio Ching, H., Baskaran, S., Mohd. Jaya, S. S. and
Krishnan, I. A. (2024) “Analysing Part-of-Speech Errors in Job Interviews Among
Malaysian Fresh Graduates in Malaysia: Implications for Communication
Competence”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(3), p.
e002776. doi: 10.47405/mjssh.v9i3.2776.

TASK 1: DISCUSSION ESSAY (30%)

Write a discussion essay (2,000 – 2,500 words) on the topic:

"The Role of Speech Errors and Disfluencies in Understanding the Cognitive Processes of
Speech Production".

Use the research findings from the given article as a basis and include other relevant
sources to support your analysis. Your discussion should cover the following points:
 Discuss the significance of speech errors (e.g., spoonerisms, misderivations) and
disfluencies (e.g., hesitations, false starts) as tools for psycholinguistic research.
 Use examples to highlight how these phenomena provide insights into the stages
of planning and execution in speech production.
 Conclude with your perspective on whether studying these errors can enhance
our understanding of effective communication strategies in diverse linguistic
contexts.
 Support your discussion with at least THREE (3) reading materials
(books/journals/newspaper/credible websites). (See Note)

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Note:
1. Refer to Topics: 3, 4, and 6 (and maybe others) of the HBET1303 Module.
2. Refer to the assignment rubrics as a guide to achieving cohesion and coherence.
3. Avoid plagiarism. You MUST support your essay with related literature. Use the
latest APA format (7th Edition) to write the in-text citations and the reference list.
Click HERE to learn more about the APA in-text citation styles and click HERE to
learn more about writing a reference list according to the APA format (7 th
Edition).
4. The complete reference list should be provided on the last page of your essay.

(30 marks)
TASK 2: A Report (20%)
This task requires you to investigate the role of context in speech perception to 3-4
English speakers with the following specifications:
1) Select 3-4 participants and prepare two sets of audio stimuli:
a. Individual English words read aloud in isolation.
b. The same words are embedded within meaningful sentences.
2) Ask participants to listen to both sets and identify the words they hear.
3) Record their accuracy for isolated words versus contextual sentences.

Once you have all the findings from the investigation, write a report (400-500 words)
including the following:
1. A brief explanation of your methodology (e.g., how the stimuli were created,
participant demographics).
2. Observations on participant performance in isolated vs. contextual conditions.
3. An analysis of the role of context in speech perception, using examples from your
findings.
4. Conclusions about how semantics and syntax influence word recognition during
speech perception.
(20 marks)

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 PART II: Online Class Participation (10%)

Discuss the following topics in the forum and submit proof of your participation in the
online discussions:

1. Do you think exposure to social media slang and informal texting language
influences how children acquire, use and value their first language? Why?
2. How does maintaining one's cultural identity while learning English affect
affective variables like motivation and anxiety? Can embracing multiculturalism
enhance ESL acquisition?

(10 marks)

[TOTAL: 60 Marks]

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 ATTACHMENT
ASSIGNMENT RUBRICS
HBET1303 PSYCHOLINGUISTICS IN LANGUAGE TEACHING / JANUARY 2025

PI T1: Discussion Essay (30%)

Unsatisfactory
Excellent Good Fair Poor Or
*QN Max
CLO Criteria No response
Weight Marks
4 3 2 1 0
TASK 1 Introduction The introduction is The introduction clearly The introduction states There is no clear There is no
inviting, states the main states the main topic the main topic but does introduction to the introduction.
topic and previews the and previews the not adequately preview main topic or
2 0.75 3
structure of the paper. structure of the paper the structure of the paper structure of the
but is not particularly nor is it particularly paper.
inviting to the reader. inviting to the reader.
Content and Fully addresses all Adequately addresses Generally, writes about the Some attempt to A weak attempt at
Depth aspects of the writing the writing question. topic but with a few address the writing addressing the
question. digressions in parts of the question. OR written question.
Some ideas may not be writing. There are several OR
Ideas are very arranged logically and evidence of
comprehensive, coherently. The development of ideas plagiarism. Writing is heavily
2 1.25 coherent, and organised is adequate. plagiarised. 5
logically. A good attempt to
discuss the five factors A moderate attempt to
An excellent attempt to throughout the discuss the five factors.
discuss the five factors all paragraphs.
throughout the
paragraphs.
2 Application of 1.25 Fully addresses all Adequately addresses Generally, writes about the Some attempt to A weak attempt at 5
Concepts aspects of the writing the writing question. topic but with a few address the writing addressing the
question. digressions in parts of the question. OR written question.
Some ideas may not be writing. There are several OR
Ideas are very arranged logically and evidence of
comprehensive, coherently. The development of ideas plagiarism. Writing is heavily
coherent, and organised is adequate. plagiarised.
logically. A good attempt to
An excellent attempt to discuss the factors A moderate attempt to

4
 discuss the factors all throughout the discuss the factors.
throughout the paragraphs.
paragraphs.
Examples from All examples are very Examples are essential, Some examples are Lack of examples to No discussion/
both countries essential, well-argued well-explained and cover somewhat essential and cover both explanation was
and cover both countries both countries. cover both countries. countries. provided.
2 1.0 efficiently. OR OR 4
there are several
evidence of Writing is heavily
plagiarism. plagiarised.
Conclusion The conclusion is strong The conclusion is The conclusion is There is no clear There is no
and leaves the reader recognisable and gives recognisable but does not conclusion, the conclusion.
2 0.75 with a feeling that they closure to the essay. effectively close the essay. paper just ends. 3
understand what the
writer is "getting at."
A reference for more A reference for 3 A reference of 3 articles, A reference for No articles are
than 3 relevant articles. relevant articles. but not necessarily fewer than 3 used as references.
relevant. articles, but not
References 1.5
All the references are Most of the references necessarily References are not
effectively used, are effectively used, References are sometimes relevant. incorporated or
2 6
correctly cited, and correctly cited, and not effectively used, incorporated
correctly listed in the correctly listed in the and/or correctly cited References are inappropriately.
reference list according reference list according and/or correctly listed in inappropriately/unc
to APA style. to APA style. the reference list learly incorporated.
according to APA style.
Coherence and Details are placed in a There are clear attempts There are attempts to use Writing contains Writing is
Language logical order and the to use cohesive devices cohesive devices but the major mistakes in confusing and has
way they are presented to link details but in one writing lacks direction that the use of cohesive a lot of gaps. No or
effectively keeps the or two places, writing affects the reader’s devices that affect limited number of
interest of the reader. appears incoherent. comprehension. general cohesive devices
understanding. were used to assist
Writer makes no errors Writer makes minimal Writer makes some errors comprehension.
2 1.0 4
in grammar or spelling errors in grammar, in grammar, structure, or Writer makes a lot
that distract the reader structure and spelling spelling that affect the of errors in Writing is generally
from the content. that do not affect the reader’s understanding. grammar, structure incomprehensible
reader’s understanding. or spelling that due to
affect the reader’s grammatical,
comprehension. structural, and
spelling mistakes.

5
 PI T2: A Report (20%)
Methodology Clear explanation of the Adequate explanation Basic explanation with Incomplete or No clear
steps taken in preparing with minor details some unclear or missing unclear explanation methodology or
the stimuli and missing. steps. of methodology. missing
3 0.75 3
conducting the task, completely.
including participant
demographics.
Data Presentation Data is well-organised, Data is mostly accurate Data presented, but Poorly organised Data missing or
accurate, and presented and organised with somewhat unclear or data with major incoherent.
3 1.0 4
clearly (e.g., tables, minor issues. incomplete. inaccuracies.
summaries).
Analysis Insightful analysis of the Analysis provided with Limited analysis with basic Superficial analysis No meaningful
results, highlighting minor gaps or general observations. with no clear analysis was
3 1.25 differences between comparisons. insights. provided. 5
isolated and contextual
speech perception.
Application of Application of Good use of concepts, Basic concepts were Minimal connection No application of
Task 2 Concepts theoretical concepts but lacking depth or mentioned, but not to relevant concepts or
from the module (e.g., relevance. effectively applied. theories. theories.
role of context,
3 1.0 4
semantics, syntax, and
speech perception
challenges) in the
analysis.
Clarity and Logical organisation of Organised with minor Some organisation, but Poorly organised, Lacks organisation
Structure the report, appropriate structural or language unclear in parts or wordy. unclear, or exceeds and clarity;
3 0.5 language, and issues. the word limit. unreadable. 2
adherence to the word
limit (400-500 words).
Conclusions Clear, well-reasoned Adequate conclusions Basic conclusions without Weak or unclear No conclusions
conclusions that with minor gaps in strong connection to conclusions lacking were provided.
3 0.5 summarise findings and reasoning. findings. relevance. 2
their implications for
speech perception.

Total 12.5 50

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 PART II: ONLINE CLASS PARTICIPATION (10%)
Max
Excellent Good Fair Poor Unsatisfactory
marks
QN CLO Criteria Weightage
4 3 2 1 0
All five comments Four of the Two or three of the One post has been Postings are done
are good, comments are comments are submitted. OR All past the
appropriate, good, appropriate, somewhat good, posts are done in assignment
relevant, relevant, appropriate, one day. timeline.
meaningful, and meaningful, and meaningful, and OR None of the OR No postings
respectful. respectful. respectful. comments is good given as proof of
Quality of
Postings reflect Postings reflect Postings show and relevant. participation in
1, 2 3 Postings 2.5 10
active participation participation within relatively short OR Comments are discussion.
within the the assignment participation time or short responses that
assignment timeline. parts of a longer are not substantial
timeline. discussion. or meaningful.
Minimum effort
(e.g., “I agree with
Tina”)

Total Marks 2.5 10