INTERLANGUAGE

INTERLANGUAGE

1. According to Selinker (1972) the term Interlanguage used to describe the language system that results from language learning

   • The theory of Interlanguage has had a profound effect on the way we perceive not only the language which learners produce, but also the way in which the learning process itself is now viewed

2. 1. PSYCHOLINGUISTIC AND SOCIOLINGUISTIC ASPECTS

   • Lenneberg's Latent language structure and Selinker''s latent psychological structure
     • Latent language structure which is inherent in the humand mind, the lantent language structure is the biological basis of universal grammar , and it is transformed by the child's language learning
     • The latent psychological structure learners who go on to attain a native-like command of the foreign language,.
   • The built-in syllabus
     • Corder(1967) proposes the exitences of a built-in syllabus that operates in the learning of any L2.. The built-in syllabus has been charaterised in two slightly different forms:
       • The first is what Corder calls the strong version, it maintains that all individualls' ILs follow the same development path, irrespective of their mother tongue
       • The second version implies that the order of acquisition is determined to some extent by the L1
   • Tarone's Stylistic continuum
     • Tarone bases her theory on the studying language in its social context; she proposes that IL consists of different syles and its linguistic and phonological characteristics change according to the social context.
   • Schumann's acculturation model
     • The Acculturation model share social factors with Tarone's style. Psychological distance could thus be seen to be a consequence of social distance.
   • Creative construction and restructuring
     • The creative construction is based on the principle that learners of foreign languages establish the rules of their IL using natural mental processes such as overgeneralization,

3. 2.. LINGUISTIC PROCESSES IN THE CONSTRUCTION OF INTERLANGUAGE

   • The nature of transfer
     • What linguistic elements transferred depends on the individual's implicit belif about what is transferable or not from his/her first language
   • Transfer and language universals
     • Thus in considering IL development we need to bear in mind not only the possible influences of the mother tongue, and the system of the foreing languague itself
   • Transfer: positive and negative
     • Positive transfer: facilitates learning and happens when there is a coincidence of elements between the L1 and the L2
       • Negative transfer (interference): refers to the use of a structure or element of the L1 that it is not appropiate in the L2, thereby producing an error
   • Overgeneralization
     • Is considered a fundamental process in the construction of an IL, occurs by the extensive use of a grammatical form of the L2
   • Transfer of training
     • The way in which a foreign language is taught appears to play a fundamental role in the individual's IL development
   • Learning strategies
     • According to Ellis (1997) are tecchines that the learner apply in order to learn a second language
   • Communication strategies
     • Corder (1978) claimed that communication strategies are applied techniques that help the speaker to communicate something and express his meaning.

4. 3. THE PROCESS OF FOSSILIZATION IN INTERLANGUAGE

   • Causes of fossilization
     • Internat factors: age, the lack of desire to acculturate Externat factors: communicative presure, lack of learning opportunity and the nature of feedback on learner's use of L2
   • Classroom implications
     • The teacher would be to prevent fossilization occuring in the first place.

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