What Is Important To Know About Interlanguage? Learners use interlanguage to learn the language they are currently learning. Languages change all the time, but they can become fossilised when learners do not have the opportunity to improve their skills.
What are the advantages of interlanguage?
The new language learner can come up with new rules from the data that he/she will be able to come through. The use of Interlanguage is also able to tell us whatever someone has been able to learn at a given point. One will also be able to know much about what one has to learn together with how and when.
What is interlanguage theory of language development?
According to interlanguage theory, this seeming progression and regression of language learning is an important and positive manifestation of the learner's developing understanding of the grammar of the target language. An interlanguage can fossilize, or cease developing, in any of its developmental stages.
How does interlanguage change?
Interlanguage changes all the time but can become fossilised language when the learners do not have the opportunity to improve. A learner who has lived in an English-speaking environment for many years but not attended classes or studied for some time has problems with reported speech and forming tag questions.
What is interlinguistic language?
According to Richards et al. (1996), IL is the type o f language which can be produced by FL/L2 learners who are in the process of acquiring or learning a new language. Within the cognitive perspective, IL (Brown, 1994). It reflects L2 learners' atte mpts at building up a linguistic system which progressively and gradually
What is the significance of interlanguage to language teachers?
It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS.
What is the concept of interlanguage?
Definition of interlanguage 1 : language or a language for international communication. 2 : a language produced by a learner of a second language that often has grammatical features not found in either the learner's native language or the language being acquired.
What does the concept of interlanguage rely on?
Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process of learning a target language. Interlanguage pragmatics is the study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or speech acts in a second language.
What is interlanguage in second language learning?
Interlanguage (IL) refers to the linguistic system of learner language produced by adults when they attempt meaningful communication using a language they are in the process of learning.
Is interlanguage a learning strategy?
Interlanguage errors are believed as the result of cognitive mechanism or learning strategy used by second language learners.
What are Interlingual errors?
Chelli (2013) defined that interlingual errors are the result of language transfer, which is caused by learner's first language. Richard (1974:173) states if the learners of a foreign language make mistake in the target language by effect of his mother tongue that is called as interlingual.
Who developed the interlanguage theory?
Selinker's most well-known contribution to the field of second-language acquisition is the concept of interlanguage. He first introduced interlanguage in his 1972 paper of the same name, which built on Pit Corder's 1967 article The Significance of Learners' Errors.
Who coined the term interlanguage?
Interlanguage theory is often credited to Larry Selinker, who coined the terms "interlanguage" and "fossilization." Uriel Weinreich is credited with providing the foundational information that was the basis of Selinker's research.
How can we avoid interlanguage effect and fossilization of learning?
In order to prevent interlanguage fossilization, teachers should use the corresponding teaching strategies according to students in different phases of second language learning. As is known, interlanguage is a continuum gradually approaching target language.
What is an example of interlanguage?
At first, you might be able to walk across carefully, but as you add to it, one day it might be strong enough to drive a car across! Now imagine your ledge is your native language and you are trying to conquer a second language: the other ledge. In this scenario, your bridge will be called interlanguage.
What is interlanguage PDF?
In sum, interlanguage is a single system composed of hypothetical rules that have been developed through different cognitive strategies and are tested and modified by the learner during the process of comprehension and production.
Who coined the term interlanguage?
Interlanguage theory is often credited to Larry Selinker, who coined the terms "interlanguage" and "fossilization." Uriel Weinreich is credited with providing the foundational information that was the basis of Selinker's research.
What is interlanguage in language?
Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process of learning a target language. Interlanguage pragmatics is the study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or speech acts in a second language.
What is interlanguage in education?
Interlanguage is a type of language used by second-language learners. Dr. Richard Nordquist is professor emeritus of rhetoric and English at Georgia Southern University and the author of several university-level grammar and composition textbooks.
What is the significance of interlanguage theory?
Psycholinguistics. " [T]he significance of interlanguage theory lies in the fact that it is the first attempt to take into account the possibility of learner conscious attempts to control their learning.
What is the process of learning a second language?
"The process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape of rapid progression in certain areas but slow movement, incubation, or even permanent stagnation in others. Such a process results in a linguistic system known as 'interlanguage' (Selinker, 1972), which, to varying degrees, approximates that of the target language (TL). In the earliest conception (Corder, 1967; Nemser, 1971; Selinker, 1972), interlanguage is metaphorically a halfway house between the first language (L1) and the TL, hence 'inter.' The L1 is purportedly the source language that provides the initial building materials to be gradually blended with materials taken from the TL, resulting in new forms that are neither in the L1 nor in the TL. This conception, though lacking in sophistication in the view of many contemporary L2 researchers, identifies a defining characteristic of L2 learning, initially known as 'fossilization' (Selinker, 1972) and later on broadly referred to as 'incompleteness' (Schachter, 1988, 1996), relative to the ideal version of a monolingual native speaker. It has been claimed that the notion of fossilization is what 'spurs' the field of second language acquisition (SLA) into existence (Han and Selinker, 2005; Long, 2003).
What is the meaning of interlanguage?
In the earliest conception (Corder, 1967; Nemser, 1971; Selinker, 1972), interlanguage is metaphorically a halfway house between the first language (L1) and the TL, hence 'inter.'.
Who is Richard Nordquist?
Dr. Richard Nordquist is professor emeritus of rhetoric and English at Georgia Southern University and the author of several university-level grammar and composition textbooks. Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process of learning a target language. ...
Can L2 learners come to representations?
These authors have shown that L2 learners may arrive at representations which indeed account for the L2 input, though not in the same way as the grammar of a native speaker. The issue, then, is whether the interlanguage representation is a possible grammar, not whether it is identical to the L2 grammar.".
How does interlanguage help in L2?
Nonetheless, understanding interlanguage can help teachers understand what learners go through in L2 acquisition. They can develop reasonable expectations and prepare authentic and suitable materials to avoid inadequate training or early fossilization. Teachers may develop a deeper understanding of errors learners make and determine whether they need to make changes to their teaching plan. Errors can show learners' progress and ability and their struggles with using L2.
How do strategies of communication come about?
Strategies of communication come about when, during a conversation in L2, especially with a native speaker, learners may become more concerned with how fluent they sound rather than how accurate. Depending on when, where, and how communication takes place, learners make choices. They identify approaches that they feel comfortable with and that seem to work for them. For example, a learner may try to simplify L2 in a conversation by using simple constructions and simple words, which leads to repetition, but they feel comfortable at that level.
Why do learners create interlanguage?
Learners create this language when they attempt to communicate in the target language. Interlanguage is affected by the learner's native language as they use their native language knowledge to understand and organize the second language or to compensate for existing competency gaps.
What is the final stage of interlanguage?
The final stage of interlanguage is called fossilization, and it is when a form freezes in the state it is in, correct or not. Instructors who understand interlanguage well can work to prevent fossilization. To unlock this lesson you must be a Study.com Member. Create your account.
What is overgeneralization in L2?
Overgeneralization involves learners extending the application of a rule in L2. They group similar items together and try to predict their behavior based on a rule they already know. Using the same rule in new situations leads to errors: the plural for ''deer'' becomes ''deers''; the past tense of ''go'' becomes ''goed.''
What is the lesson Rali taught?
Lesson Transcript. Rali has taught Public Speaking to college students and English as a Second Language; She has a master's degree in communication. This lesson describes the four characteristics of interlanguage and the five factors in the interlanguage process, along with an example for each factor.
What is the process of constant extension and revision of rules?
The process of constant extension and revision of rules reflects IL's tendency to change. IL's rules are not fixed: they're altered, deleted, or added. Interlanguage is systematic. Although different learners have different interlanguage, they all have their own rules within their variations.
What is interlanguage fossilization?
Fossilization. Main article: Interlanguage fossilization. An interlanguage can fossilize, or cease developing, in any of its developmental stages. Fossilization is the process of 'freezing' of the transition between the L1 and L2, and is regarded as the final stage of interlanguage development.
How does interlanguage research contribute to understanding of linguistic universals?
By describing the ways in which learner language conforms to universal linguistic norms, interlanguage research has contributed greatly to our understanding of linguistic universals in second-language acquisition .
What is interlanguage perspective?
It is possible to apply an interlanguage perspective to a learner's underlying knowledge of the target language sound system ( interlanguage phonology ), grammar (morphology and syntax), vocabulary (lexicon), and language-use norms found among learners (interlanguage pragmatics ). By describing the ways in which learner language conforms ...
How is interlanguage observed?
Interlanguage can be observed to be variable across different contexts. For example, it may be more accurate, complex and fluent in one discourse domain than in another. Variability is observed when comparing the utterances of the learner in conversation to form-focused tasks, such as memory-based oral drills in a classroom. Spontaneous conversation is more likely to involve the use of interlanguage. A learner may produce a target-like variant (e.g. 'I don't') in one context and a non-target like variant (e.g. 'me no') in another. Scholars from different traditions have taken opposing views on the importance of this phenomenon. Those who bring a Chomskyan perspective to second-language acquisition typically regard variability as nothing more than performance errors, and not worthy of systematic inquiry. On the other hand, those who approach it from a sociolinguistic or psycholinguistic orientation view variability as an inherent feature of the learner's interlanguage. In these approaches, a learner's preference for one linguistic variant over another can depend on social (contextual) variables such as the status or role of the person the learner is speaking to. Preference can also be based on linguistic variables such as the phonological environment or neighboring features marked for formality or informality.
What does Selinker say about interlanguage?
This comparison reveals a separate linguistic system. Interlanguage can be observed to be variable across different contexts.
What is chunking in language learning?
The "chunking" method enables a learner to practice speaking their L2 before they correctly break the chunk up in to its component parts. According to interlanguage theory, this seeming progression and regression of language learning is an important and positive manifestation of the learner's developing understanding of the grammar of the target language.
What is an interlanguage?
An interlanguage is an idiolect that has been developed by a learner of a second language (or L2) which preserves some features of their first language (or L1) , and can also overgeneralize some L2 writing and speaking rules. These two characteristics of an interlanguage result in the system's unique linguistic organization.
Abstract
To learn a second/foreign language, the learner takes a linguistic journey from his/her mother tongue to the target language and naturally constructs a personal linguistic system in the interim time.
Introduction
A second/foreign language learner takes a linguistic journey from his/her mother tongue to the target language and naturally constructs a personal linguistic system in the interim time.
Subjects
The study has been conducted with an experimental group and a control group, each of which consists of 21 tertiary level students learning English as a foreign language (EFL) in the Language Centre at Jahangirnagar University.
Instrumentation
The Oxford Placement Test being made up of two subtests - Test of Grammatical Structures (Appendix-A) and Test of Reading and Listening Skills (Appendix-B) constructed by Allan (1985) coupled with a Free Composition Test (Appendix-C) and a Speaking Test (Appendix-D) designed by the present researcher has been employed to measure the pre-programme as well as post-programme linguistic level of both the experimental group and the control group.
What is the influence of L1 in the learning of L2?
The influence of first language (L1 hereinafter) in the learning of second language (L2 hereinafter) has witnessed an intense debate during the past years, resulting in the prevalence of Error Analysis (EA hereinafter) over Contrastive Analysis (CA hereinafter). A great number of empirical studies indicated that neither L1 nor L2 was always responsible for learners' errors (Bailey et al. 1974; Krashen et al. 1978, 2003; Larsen-Freeman, 2002; 2003). CA and EA paved the way for Interlanguage theory (IL hereinafter) in describing L2 learners' errors in the acquisition process of L2. IL, which has been in vogue for the last years, has witnessed huge criticism by different researchers and linguists from various L1 backgrounds. They all came to state that there are many points in this theory which are not clear. In light of this, this study aims at reviewing and discussing the role of IL in describing and explaining learners' errors in the process of acquisition of L2. Therefore, theoretical foundations, theoretical assumptions, limitations and significance of this theory are discussed in detail. This review reveals that IL theory is almost no longer valid in the field of second language acquisition (SLA hereinafter) for numerous reasons.
How does Indonesian EFL affect the target language?
Indonesian EFL Learners experience erroneous speech in the process of learning the target language. Interlanguage, the errors that contain linguistic features which neither belong to the first language (L1) nor the target language becomes the focus of this study. The study aims to analyze the native and target language influence on the interlanguage produced by the students in their speech production. This study was designed in qualitative research approach. The data was collected through interviewed of 20 eighth grade students in English using a guided interview technique that contains 15 questions. The oral responses produced by the students were recorded, identified, described, and explained. The results show that in the syntactic and lexicon levels, both native and target language influenced the students’ interlanguage production. Native language influence includes 1) the use of Indonesian syntactic pattern; 2) the use of Indonesian acronym; 3) the use of Indonesian words; 4) omission of –s in plural forms; 5) omission of to be; 6) subject deletion; and 7) the use of verbs. Target language influence is observed in overgeneralization of articles, the use of to be, and the overgeneralization of ending –ed in the past tense.
What is the purpose of a website translation?
Purpose: Website translation requires an advanced translation to make the message transferred comprehensively. The purpose of this research was to analyze the translation quality of the Islamqa.info/id website in Indonesian as the Target Language (TL), translated from its original version in Arabic website, Islamqa.info/ar, as the Source Language (SL). Methodology: To discover the quality of translation work, three aspects could be rated: accuracy, acceptance, and readability. The more accurate, acceptable, and readable the translated version is, the easier the text will be understood, according to Mangatur Nababan's theory. Main Findings: The type of sentences and translation techniques were considered as the factors that could affect the translation quality. There were four types of sentences and seven techniques used in three articles from the "Education" section on Islamqa.info/id. From the analysis, it was found that the translation quality was scored 1.91 from the scale of 3.00. Implications/Applications: The implication of this research for translators, language scientists, researchers, teachers, or students is to make a good quality translation with high accuracy, acceptance, and readability score, a translator should be aware of internal and external aspects of the target language--not the source language only, since this research found that one expression could be commonly used in one language yet strange for other language's use. Novelty/Originality of this study: The results of this research could be considered for those who work on a website translation job, from Arabic to Indonesian, in particular. Since Arabic and Indonesian languages are very different from each other in terms of grammatical structure and form of expressions thus, this study has offered useful and practical suggestions for the translation of these languages.
What is the purpose of the study of Arabic language in Indonesian?
Purpose: To study the existence of the Arabic language in the Indonesian language mostly limited to terms used in Islam religion. Methodology: This article discusses the existence of Arabic literature in the Indonesian source text, a novel with the life in a pesantren as the setting, where the author of the source text needs to translate the Arabic expressions used in the story into Indonesian. Then from the Indonesian source text, the novel is translated into English. The method used in this research is the descriptive comparative method. The leading theory used for this research is the strategies of Translation by Vinay and Darbelnet (1995), what Arabic linguistic units involved in the Indonesian source text, and what strategy of conversion used by the author and the translator become the objectives of this research. Principal Findings: The results show that the Arabic linguistic units found are ranging from a word into a clause or sentence, and the strategies of Translation used in the target text do not always deal with one single procedure; sometimes, it involves a combination of some procedures. Applications of this study: The translation work may lead to similar as well as a contrastive linguistic phenomenon. People can learn more about languages involving in a translation, particularly when the structures of the source and target language are compared linguistically. Novelty/Originality of this study: This study covers the gap left in the previous research carried out by the same team entitled “Translation Equivalences of Islamic Terms in the Novel (The Land of Five Towers ‘Negeri Lima Menara’). This previous research used the same data source, Arabic expressions, in the novel. It focused more on the Arabic feelings relating to Islamic terms, such as names of five obligational prayers, names of optional prayers, activities in shalat, or praying. The rest of the Arabic phrases which are not used in this previous research are left unstudied.
What are the influences of Native language?
Native language influence includes 1) the use of Indonesian syntactic pattern; 2) the use of Indonesian acronym; 3) the use of Indonesian words; 4) omission of –s in plural forms; 5) omission of to be; 6) subject deletion; and 7) the use of verbs.
What does language A represent?
Language A represents the learner's L1.
What happens to the lear ner during the language learning process?
hereinafter). During the language learning process, the lear ner naturally builds up a new language which does not refer
Promote social interaction
Language development plays a key role in how well a child is able to interact with friends, family and other members of society. Well-developed language can improve a child's ability to engage in social interactions, meaning that their social and interpersonal skills can also develop as they learn how to use language effectively.
Improve cognitive development
Learning a new language aids in brain development and increases intelligence and creativity in children. Children who have more developed language skills often have less risk of cognitive impairment and may find it easier to understand basic concepts, which can help them in school when learning how to read and write.
Aid self-expression
Language development allows children to express themselves and communicate with siblings, parents and babysitters daily. Outside of the home, kids benefit from language skills to express themselves while playing with friends or while participating in class and interacting with teachers at school.
Enhance literacy
Proper language development is necessary for a child's literacy skills so that they can comprehend books and school assignments. It's also important for children to understand instructions from teachers and subject material in class.
Improve self-esteem
Well-developed language skills can help improve self-esteem. When children find they can use their language skills effectively, they may have more motivation to interact with others. It can also help them have more confidence in their schoolwork.
First stage
The first stage often occurs between a child's birth and the end of their first year. Children in this phase don't have developed language skills, so they communicate with sounds. Another name for this stage is the "prelinguistic" or "pre-speech" phase.
Second stage
The second stage of a child's language development happens between the ages of 1 and 2 years old. During this time, their language skills usually have increased enough for them to say several words. A child in this stage might say "dada" as a way of getting their dad's attention.
Examples and Observations
Fossilization
- "The process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape of rapid progression in certain areas but slow movement, incubation, or even permanent stagnation in others. Such a process results in a linguistic system known as 'interlanguage' (Selinker, 1972), which, to varying degrees, approximates that of the ta…
Universal Grammar
- "A number of researchers pointed out quite early on the need to consider interlanguage grammars in their own right with respect to principles and parameters of U[niversal] G[rammar], arguing that one should not compare L2 learners to native speakers of the L2 but instead consider whether interlanguage grammars are natural language systems (e.g., duPlessis et al., 1987; Finer and Br…
Psycholinguistics
- "[T]he significance of interlanguage theory lies in the fact that it is the first attempt to take into account the possibility of learner conscious attempts to control their learning. It was this view that initiated an expansion of research into psychological processes in interlanguage development whose aim was to determine what learners do in order to help facilitate their own learning, i.e., w…