Interlanguage

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Interlanguage
EG 4753 Language Acquisition ???????????????
(week 11)
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Overview of Week 11

• Distribution of the Interlanguage Hand-out
• Interlanguage
• Language teaching approaches

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The land before time

• Contrastive Analysis (CA)
• initiated by Charles C. Fries (1945)
• CA generates predictions based on comparisons of
  the mother tongue and the foreign language
• Similar easy to learn, different difficult to
  learn
• Critiques Many of the difficulties predicted by
  CA do not occur in the actual learners
  performance. On the other hand, many errors that
  do turn up are not predicted by CA.
• Focuses on L1 interference only

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The land before time

• 2. Error Analysis (EA) differs from contrastive
  analysis in that it studies the errors actually
  made by learners.
• Initiated by Pit Corder (1967)
• L2 learners employ similar strategies as the
  infants learning L1 do.
• learners errors are a necessary part of the
  language learning process.
• Focuses on interlingual errors as well as
  intralingual errors
• 3. Interlanguage (IL)

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What is Interlanguage?

• The term was coined by the American linguist,
  Larry Selinker.
• IL study incorporates the concepts of CA, EA, and
  individual learners experience. It looks at the
  development of individual learner in the process
  of language learning.
• a language used by L2 learners that contains
  its own system, grammar, lexicon, etc. which are
  neither L1 or L2.

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• Talks about source language (SL) and target
  language (TL)
• L2 learners construct a linguistic system that
  draws on the learners L1 but is also different
  from it and also from the target language (TL).

C
B
A
TL
SL
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Fossilization

• Coined by Selinker
• Fossilizable linguistic phenomena linguistic
  items, rules, and subsystems which speakers of a
  particular NL will tend to keep in their IL
  relative to a particular TL, no matter what the
  age of the learner or amount of explanation and
  instruction he receives in the TL.
• Reappearance or reemergence in IL productive
  performance of linguistic structures which were
  thought to be eradicated.

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Five central processes

• Language transfer
• Transfer of training
• Strategies of second language learning
• Strategies of second language communication
• Overgeneralization of TL linguistic material

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1. Language transfer

• If the fossilized items, rules, and subsystems
  which occur in IL performance are a result of the
  NL, then we are dealing with the process of
  language transfer.
• Learners may use their knowledge of L1 to encode
  or decode L2 without noticing the differences
  between those two languages.
• The effects of language transfer
• a. Negative transfer or interference.
• b. Positive transfer
• - Languages that are historically and
  linguistically related eg. English and French
• - Chomsky

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• c. Avoidance
• - Where certain structures are very
  different from L1, students may simple avoid
  using them.
• -Schachter (1974) found that Chinese and
  Japanese learners of L2 English made less errors
  in the use of relative clauses than did Persian
  and Arabic learners but this was because they
  tried to use them less often.
• d. Overuse
• - Students will the forms that they know
  rather than try out the ones that they are not
  sure of.

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2.Transfer of training

• If the fossilized items, rules, and subsystems
  are a result of identifiable items in training
  procedures, then we are dealing with the process
  known as the transfer of training.
• Serbo-Croatian speakers at all levels of English
  proficiency regularly have difficulty with the
  he/she distinction.
• This is because textbooks and teachers
  almost always present drills with he and never
  with she.

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3. Strategies of SLL

• If the fossilized items, rules, and subsystems
  are a result of an identifiable approach by the
  learner to the material to be learned, then we
  are dealing with strategies of SLL.
• The strategies may include procedures as the use
  of formal rules, rote memorization, deliberate
  rehearsal, contextual guessing, imitating
  formulaic routines seeking opportunities to
  obtain comprehensible input.

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4. Strategies of SLC

• If the fossilized items, rules, and subsystems
  are a result of an identifiable approach by the
  learner to communication with native speakers of
  the TL, then we are dealing with strategies of
  SLC.
• When learners attempt to negotiate meanings with
  NSs in authentic language-use situations
• The strategies include approximation, word
  coinage, translation, language switch, and mime.

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5. Overgeneralization

• If the fossilized items, rules, and subsystems
  are a result of a clear overgeneralization of TL
  rules and semantic features, then we are dealing
  with the overgeneralization of TL linguistic
  material.
• When learners use learned rules in new
  situation where that rules do not apply.
• What did he intended to say?
• drive a bicycle
• Foots, goed

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• onents.

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• .

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• urs.

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ognitive

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4.