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Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°1, 1357-1363

DOI: 10.24205/03276716.2020.196 1357

P

SYCHOLOGICAL

F

ACTORS AND

M

ECHANISM OF

C

OLLEGE

S

TUDENTS

IN THE

P

ROCESS OF

L

ANGUAGE

E

XPRESSION

Wenhua Jiang

Abstract

For college students, the language expression ability directly bears on the interpersonal communication and personal development. This paper aims to identify the psychological factors and clarify the psychological mechanism of college students in the process of language expression. First, the linguistic features generalized by Saussure were introduced, followed by a review of linguistic semiotics. Then, a questionnaire survey was conducted in 23 universities of Shandong, China. The self-confidence and its influencing factors of the respondents was analysed statistically based on the survey data. The results show that only a few college students are unconfident about language expression; the confidence is mainly affected by inferiority, shyness, nervousness, anxiety and inversion; the psychological mechanism of college students in the process of language expression can be summed up as a multi-stage process, involving language acquisition, discourse generation, language occurrence and language understanding. The research findings help to promote the language expression ability of college students.

Key words: Linguistic Semiotics, Language Expression, Psychological Factors, Psychological Mechanism.

Received: 07-04-19 | Accepted: 07-09-19

INTRODUCTION

College students are at the transitional stage to the society. Their language ability of expression plays a very important role in personal life and development, affecting their personality formation, interpersonal communication and career development (Banda & Jimaima, 2015). In the process of language expression, the people will first form a psychoanalytic process based on their own cognition, current situation and personal status (Nöth, 2014), and then clearly define what they want to express. Therefore, the psychological factors in the language expression process are important for an individual's ability to express (Lee, 2010). In the college period, both the cognitive ability or thinking mode of the college

College of Liberal Arts, Shanxi Datong University, Datong 037009, China.

E-Mail: 13934768893@126.com

students are not mature, which directly influences their language ability of expression, and is not conductive to the daily learning and interpersonal communication. Therefore, it is necessary to improve the language thinking and enhance the language expression ability of college students from the perspective of psychological factors and psychological mechanism (Qiu, Lu, Ramsay et al., 2017; Gámez, 2015; Brodbeck & Pylkkänen, 2017).

At present, there have been many researches on the analysis of psychological factors in linguistics, and especially for English and the minority languages (Gutenstein, 2014), some researchers have been conducted on students' learning thinking and foreign language

expression. From this, it’s concluded that

psychological factors play a major role in language learning and language expression (Sopha & Klöckner, 2011); some college students are not good at organizing language or understanding the structural relationship of

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WENHUA JIANG 1358

language (Feinstein, 2012), which is closely related to the psychological obstacles such as nervousness, anxiety and timidity (Hackman, Munira, Jasmin et al., 2016); the psychological mechanism in the language expression process for college students can significantly influence the process of psychoanalysis, and further their language expression ability (Antiel, Curlin, James et al., 2013). Therefore, the study on the college students' psychological factors and psychological mechanisms in the process of language expression can effectively improve their language ability of expression. Based on Saussure's language view and linguistic semiotics, this paper analyses the psychological factors of college students in the language expression process and explores its formation mechanism using the survey data of 730 valid

questionnaires. It’s expected to provide

reference for improving students' language expression ability.

SAUSSURE'S VIEW OF LANGUAGE AND LINGUISTIC SEMIOTICS

Saussure's view of language

There are multiple genres for the definition of language, and each genre constitutes a Western view of language (Nechaev, 2016). Each genre has its own representative, and also limitations (Francisco-Morcillo, Bejarano-Escobar, Rodríguez-León et al., 2014). They all have made great contributions to linguistic research. For Chinese language studies, Saussure occupies an important position. He divides the language

activities into two parts: “language” and “speech”, and defines the language as an overall

symbol system consisting of “signifier” and “signified”. Also, he believes that the study of

language itself belongs to the category of psychology, while the personal part of language refers to the inner language, which belongs to the category of psychological and physiological

research. Figure 1 shows Saussure’s generalized

linguistic features.

As shown in Figure 1, Saussure believes that language can constitute a system and be freely converted into tangible writing and sound. Meanwhile, the language is a symbolic system that can express the thoughts of different individuals, like an etiquette, a ritual, etc. This symbol can be used as a research object to explore the role of symbolic systems in social life, and also a main part of social psychology,

called semiotics. Saussure's semiotics has become an important foundation for linguistic semiotics in the future, and his book General Linguistics has pioneered the study of structural linguistics.

Figure 1

.

Saussure's generalized linguistic

features

Linguistic features

In a large number of facts involving a wide variety of

languages, language is prominent as a well-defined

entity.

As a language system different from speech, it is an

object that can be studied independently.

The general language is heterogeneous, but the

language system is fundamentally homogeneous.

Language is a repository for storing sound patterns, while written sound patterns are

tangible.

Linguistics semiotics

An important issue in the study of linguistics is the language level which constructs the foundation of the whole linguistic semiotics, and also a hot issue in the study of linguistic semiotics. Considering the differences in the features and functions between different language levels, the linguistic semiotics system can be divided into multiple sub-systems, and then the system framework of linguistic semiotics can be formed, as shown in Figure 2.

Figure 2 shows that the system framework of linguistic semiotics is composed of chapter semiotics, modern semiotics, lexical semiotics, morpheme semiotics, and sentence semiotics. For chapter semiotics, the most important theory is "aggregation-integration construct ", which can conduct longitudinal and aggregate analysis of language in turn; modern semiotics

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PSYCHOLOGICAL FACTORS AND MECHANISM OF COLLEGE STUDENTS IN THE PROCESS OF LANGUAGE EXPRESSION 1359

Figure 2

.

Language symbol system framework

Linguistic semiotics

Chapter symbolism

Modern semiotics

Lexical semiotics

Morpheme semiotics

Sentence semiotics

After studying various semiotic features, the whole chapter is analyzed

using symbol analysis, and the "aggregation-integration combination"

is proposed.

System description language semiotic theory and research methods, mining and interpreting the characteristics of semiotics, and then constructing the

theoretical framework of linguistic semiotics.

Vocabulary has practical and potential meanings, and the meaning of words

can be extended. It is the result of various comprehensive effects of external factors, human cognition and

pragmatics, and collocation.

The separatism and aggregation of morphemes can exhibit regular characteristics, which also complicates

their own systems.

From the perspective of dynamics and semiotics, we describe the dynamic patterns and linguistic semiotic levels

at which sentences are formed.

aims to construct a systematic framework of linguistic semiotics by studying and testing the methodology of linguistic semiotics, and using hierarchical concepts; lexical semiotics focuses on the field of lexical description in linguistic semiotics to examine and analyse the characteristics of linguistic semiotics; morpheme semiotics is to analyse the structure, semantics, etc. of language in use, thus highlighting the similarities and differences between the signifier and the signified; sentence semiotics can clarify the semiotic level on the sentence level.

COLLEGE STUDENTS' MENTAL STATE IN THE PROCESS OF LANGUAGE EXPRESSION

After consulting with relevant psychologists, management scientists, university counsellors and other scholars, this study developed a questionnaire about college students' mental

state in the process of language expression. A total of 900 questionnaires were distributed to the students of 23 universities in Jinan, Tai'an, Weifang, Rizhao, and Yantai of Shandong Province, and 824 questionnaires were recovered, of which 730 were valid questionnaires, with the effective rate of 88.59%. This questionnaire better reflected the psychological process of college students during the language expression, and explore their psychological mechanism of language expression.

Self-confidence in the process of language expression

The disorders in the language expression of college students are often caused by lack of self-confidence. The self-confidence mentality can enable college students not be humble when they express themselves, and try to show their

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WENHUA JIANG 1360

own advantages and characteristics, thereby daring to express their own ideas. Figure 3 shows whether the college students are confident in the process of language expression. It can be seen from Figure 3 above that among the 730 college students surveyed, 386 students said they were very confident or confident in the process of language expression, 272 were not confident, and 72 were very unconfident. This indicates that most college students can confidently express themselves, but there are still a certain number of students are not confident or very unconfident in the process of language expression, which is related to their personal personality and social cognition.

Figure 3

.

College students' language

expression of self-confidence

0 50 100 150 200 250 300

Very confident More confident Not confident Very unconfident

For the unconfident and very unconfident students in the process of language expression,

the author conducted statistics on the related reasons, as shown in Table 1.

Table 1 shows that the main reasons for the lack of self-confidence in college students' language expression are inferiority, shyness, nervousness, anxiety and reverse psychology. According to the questionnaire statistics, the shyness and inferiority occupied the highest proportion of the reasons. So, this study focuses on these two psychologies.

Shyness mentality in the process of language expression

Because college students have just risen from the middle school to the higher education stage, they may be faced with lack of self-confidence and social cognition, or some shyness attitudes about unfamiliar exchanges or public exchanges, which in turn affects their normal communication and socialization. Figure 4 shows the shyness mentality of the college students in the process of language expression.

It can be seen from Figure 4 that among the 344 college students who were unconfident or very unconfident, 38.08% said they had a very shy mentality in the process of language expression, 11.23% were shy, and 50.68 % were not shy. This indicates that a considerable number of college students are face with the problem of shyness in language expression, mainly because some students lack self-confidence, and can be neither humble or pushy

when communicating with others, or it’s related

to the personal character of some other students, which can be traced back to their family status, growth experience, etc.

Table 1.

Statistics on the reasons for the lack of self-confidence in the language expression

of college students

Mental state Explanation

Inferiority It means that college students despise themselves in interpersonal relationships and think that they

are not as good as others.

Shy Refers to college students who are shy and unwilling or afraid to express their thoughts and emotions

to others in language expression.

Tension Refers to the psychological state in which the spirit of the university students is highly prepared in the

language expression, which is expressed by the excitement of nervousness and excitement.

Anxiety Refers to a very complex and negative emotional state of college students' current or pre -frustrated

setbacks.

Reverse Psychological activities that arise when the objective environment and the subject need to be

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PSYCHOLOGICAL FACTORS AND MECHANISM OF COLLEGE STUDENTS IN THE PROCESS OF LANGUAGE EXPRESSION 1361

Figure 4

.

Shy mentality in the process of

college students' language expression

Inferiority mentality in the process of language expression

Inferiority and self-confidence are contrary to each other. Inferior students can always find their disadvantages compared with others, such as appearance, voice, etc., and lack of self-confidence in language expression. The inferiority mentality is an important factor affecting college students' language expression. Figure 5 shows the inferiority mentality of the college students in the language expression.

Figure 5

.

College student express inferiority

in language

It can be seen from Figure 5 above that among the 344 college students who were unconfident or very unconfident, 52.27% said they were very inferior in the process of language expression, 18.31% were more inferior, 7.85% felt inferior, and 16.57% said that they did not feel inferior. This indicates that the inferiority mentality is the most important factor affecting the language expression of college students, and it has a significant role in inhibiting

the daily interpersonal communication and social life of college students.

COLLEGE STUDENTS' PSYCHOLOGICAL

MECHANISM IN THE PROCESS OF LANGUAGE EXPRESSION

The language expression of college students mainly has two problems: one is the language knowledge required by college students. Generally speaking, after primary and secondary education, the college students should have a solid language foundation, but language knowledge is not just the written expression of the language, and more importantly an invisible knowledge that is improved by continuous learning. The second is the cognitive process of college students in use of language. This cognitive process does not only refer to the daily reading, speech and writing, etc., but the process of perception, memory, and thinking. Based on these two main problems, the author concluded the psychological mechanism of college students' language expression, as shown in Figure 6.

Figure 6

.

language expression psychological

mechanism

It can be seen from Figure 6 that the psychological mechanism of college students' language expression process is mainly divided into four parts: language acquisition, discourse generation, language occurrence, and language

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WENHUA JIANG 1362

understanding. As the basis of language expression, language acquisition is very important; after receiving language education for many years, the college students usually maintain a good language level and has a certain foundation of foreign language. Discourse generation is to convert thinking into the information to be transmitted, followed by pronunciation or other expression behaviour; at this stage the individual shall determine the meaning of the language expression, and then process the way of expression; language occurrence can be seen everywhere in real life through the process of determining the topics identifying topic participants, starting conversations, and ending conversations; sometimes individuals seem to have not gone through too many thinking activities when talking to familiar people, which is actually wrong, because any dialogue will be influenced by the social and cultural background. Language understanding is the understanding of the dialogue and the metaphor, mainly referring to the organizational form of the language unit in the process of language expression.

CONCLUSIONS

This paper attempts to analyse the psychological process and psychological mechanism of college students in the process of language expression. For this, it used the survey data on 730 valid questionnaires, and combined the related theories of Saussure's view of language and linguistic semiotics. The following conclusions have been drawn:

(1) According to Saussure's view of language, the language is divided into two parts: "language" and "speech", and the former consists of signified" and "signifier". He also defines the linguistic research into the category of psychological research, laying a foundation for the creation of semiotics, while as an important part of semiotics, the linguistics semiotics provides a theoretical basis for the related research of semiotics and language, and especially for the language level issue, the linguistic semiotics is divided into multiple sub-systems for research.

(2) Based on the survey data, the statistical analysis was conducted for the self-confidence state of college students in the process of

language expression. It’s found that most college

students were confident in the process of

language expression, but there were still a certain number of college students who were not confident; the main influencing factors include inferiority, shyness, nervousness, anxiety and inverse psychology. Therefore, the self-confidence of college students in language expression should be improved from these aspects.

(3) The psychological mechanism of college students' language expression mainly involves four processes: language acquisition, discourse generation, language occurrence and language understanding. Considering the different impact on college students' language expression under different processes, the targeted measures

should be taken to improve the students’

language expression based on the characteristics of each process.

Acknowledgements

This paper was supported by the “Chinese Language Resource Protection Engineering - Language Dialect Culture Survey - Datong Shanxi”

[YB1824A005], and the Shanxi Datong University Teaching Reform and Innovation Project

“Ancient Chinese Practice Class and College Students' Innovation and Entrepreneurship Project” [XJG201621].

REFERENCES

Antiel, R. M., Curlin, F. A., James, K. M., & Tilburt, J. C. (2013). The moral psychology of rationing among physicians: The role of harm and fairness intuitions in physician objections to cost-effectiveness and cost-containment. Philosophy, Ethics, and Humanities in Medicine, 8(1), 13-18. Banda, F., & Jimaima, H. (2015). The semiotic

ecology of linguistic landscapes in rural Zambia.

Journal of Sociolinguistics, 19(5), 643-670. Brodbeck, C., & Pylkkänen, L. (2017). Language in

context: characterizing the comprehension of referential expressions with meg. NeuroImage, 147, 447-460.

Feinstein, D. (2012). Acupoint stimulation in treating psychological disorders: evidence of efficacy.

Review of General Psychology, 16(4), 364-380. Francisco-Morcillo, J., Bejarano-Escobar, R.,

Rodríguez-León, J., Navascués, J., & Martín-Partido, G. (2014). Ontogenetic cell death and phagocytosis in the visual system of vertebrates.

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PSYCHOLOGICAL FACTORS AND MECHANISM OF COLLEGE STUDENTS IN THE PROCESS OF LANGUAGE EXPRESSION 1363

Gámez, P. B. (2015). Classroom-based English exposure and English language learners’

expressive language skills. Early Childhood Research Quarterly, 31, 135-146.

Gutenstein, M. (2014). Psychological factors in emergency medicine. Emergency Medicine Australasia, 26(3), 295-299.

Hackman, J., Munira, S., Jasmin, K., & Hruschka, D. (2016). Revisiting psychological mechanisms in the anthropology of altruism. Human Nature, 28(1), 1-16.

Lee, B. (2010). Talking heads: Language, metalanguage, and the semiotics of subjectivity.

American Anthropologist, 101(3), 660-661. Nechaev, N. N. (2016). On the psychological

mechanism of ontogenetic development in the

context of developmental and educational psychology. Procedia - Social and Behavioral Sciences, 233, 407-412.

Nöth, W. (2014). The semiotics of learning new words. Journal of Philosophy of Education, 48(3),

446–456.

Qiu, L., Lu, J., Ramsay, J., Yang, S., Qu, W., & Zhu, T. (2017). Personality expression in Chinese language use. International Journal of Psychology, 52(6), 463-472.

Sopha, B. M., & Klöckner, C. A. (2011). Psychological factors in the diffusion of sustainable technology: A study of Norwegian households’ adoption of

wood pellet heating. Renewable & Sustainable Energy Reviews, 15(6), 2756-2765.

Referencias

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