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INTERLANGUAGE - Coggle Diagram
INTERLANGUAGE
PREMISES OF INTERLANGUAGE
THE LEARNER CONSTRUCTS A SYSTEM OF ABSTRACT LINGUISTIC RULES
COMPREHENSION/PRODUCTION. MENTAL GRAMMAR: INTERLANGUAGE
THE LEARNER´S GRAMMAR IS PERMEABLE (OPEN TO INFLUENCED)
FROM OUTSIDE AND INSIDE
THE LEARNER´S GRAMMAR IS TRANSITIONAL (CHANGE)
BY ADDING RULES, DELETING RULES, AND RESTRUCTURING THE WHOLE SYSTEM
INTERLANGUAGE CONTINUUM
LEARNERS CONSTRUCT A SERIES OF MENTAL GRAMMARS OR INTERLANGUAGES
THE SYSTEMS LEARNERS CONSTRUCTS COTAIN VARIABLE RULES (PERFORMANCE)
PERFORMANCE RATHER THAN COMPETENCE
LEARNERS EMPLOY VARIOUS LEARNING STRATEGIES (OMMISION, OVERGENERALIZATION)
SIMPLIFY THE LEARNING TASK BY IGNORING GRAMMATICAL FEATURES
OVERGENERALIZATION
TRANSFER ERRORS
THE LEARNER´S GRAMMAR IS LIKELY TO FOSSILIZE (DO NOT GO ON TO DEVELOP)
BACKSLIDING
SOCIAL ASPECTS
DIFFERENT STYLES
ELAINE TARONE
CAREFUL STYLE
LEARNERS ATTEND CONSCIOUSLY TO THEIR CHOICES OF LINGUISTIC FORMS
VERNACULAR STYLE
LEARNERS MAKE SPONTANEOUS CHOICES OF LINGUISTIC FORMS
AS IN A FREE CONVERSATION
STYLISTIC CONTINUUM
ACCOMODATION THEORY´S HOWARD GILES
CONVERGENCE
TO EMPHASIZE SOCIAL COHESIVENESS
PEOPLE TRY TO MAKE THEIR SPEECH SIMILAR TO THAT OF THEIR ADDRESSEE
DIVERGENCE
TO MAKE IT DIFFERENT IN ORDER TO EMPHAZISE THEIR SOCIAL DISTINCTIVENESS
DETERMINATION OF THE INPUT THAT LEARNERS USE TO CONSTRUCT THEIR INTERLANGUAGE
HOW THE SOCIAL IDENTITIES SHAPE OPPORTUNITIES TO SPAL AND TO LEARN AN L2
ACCULTURATION MODEL OF L2 ACQUISTION
SOCIAL FACTORS DETERMINE THE AMOUNT OF CONTACT WITH THE L2 INDIVIDUAL LEARNERS EXPERIENCE
AND HOW SUCCESSFUL THEY ARE IN LEARNING
SOCIAL IDENTITY AND INVESTMENT IN L2 LEARNING
LANGUAGE LEARNERS HAVE COMPLEX SOCIAL IDENTITIES THAT CAN ONLY BE UNDERSTOOD IN TERMS OF THE POWER RELATIONS THAT SHAPE SOCIAL STRUCTURES
LEARNERS SUCESS REQUIRE INVESTMENT
DISCOURSE ASPECTS OF INTERLANGUAGE
ACQUIRING DISCOURSE RULES
LIKE THE ACQUISTION OF GRAMMATICAL RULES IS SYSTEMATIC, REFLECTING BOTH DISTINCT TYPES OF ERRORS AND DEVELOPMENTAL SEQUENCES
THE ROLE OF INPUT AND INTERACTION IN L2 ACQUISTION
IF LEARNER DISCOURSE CAN BE SHOWN TO HAVE SPECIAL PROPERTIES IT IS POSSIBLE TO SAY THAT THESE CONTRIBUTE TO ACQUISTION IN SOME WAY
INPUT MODIFICATIONS HAVE BEEN INVESTIGATED THROUGH THE STUDY OF FOREIGNER TALK
THE LANGUAGE THAT NATIVE SPEAKERS USE WHEN ADDRESSING NON-NATIVE SPEAKERS
UNGRAMMATICAL
SOCIALLY MARKED. IT IMPLIES LACK OF RESPECT ON PART OF THE NATIVE SPEAKER
DELETION OF CERTAIN GRAMMATICAL FEATURES SUCH AS COPULATIVE VERBS AND ARTICLES
GRAMMATICAL
IT IS THE NORM
VARIOUS TYPES OF MODIFICATION OF BASELINE TALK CAN BE IDENTIFIED
THE INPUT IS SIMPLIFIED
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IT IS DERIVED AT A SLOWER PACE
ELABORATED LANGUAGE USE
NEGOTATION OF MEANING
CLARIFICATION REQUESTS
COMPREHENSION CHECKS
REPETITION
KRASHEN´S INPUT HYPOTHESIS
EVELYN HATCH. SCAFFOLDING
LEARNERS USE THE DISCOURSE TO HELP THEM PRODUCE UTTERANCES THAT THEY WOULD NOT BE ABLE TO PRODUCE ON THEIR OWN
COLLABORATIVE ENDEAVOURS OF THE LEARNERS AND THEIR INTERLOCUTORS IN CONSTRUCTING DISCOURSE
THE ROLE OF OUTPUT IN L2 ACQUISTION
LEARNERS CAN LEARN FROM THEIR OWN OUTPUT
CONSCIOUSNESS-RAISING FUNCTION
BY HELPING LEARNERS TO NOTICE GAPS IN THEIR INTERLANGUAGES
TEST HYPOTHESIS
TRY OUT A RULE TO SEE IF IT LEADS TO SUCCESSFUL COMMUNCATION OR WHETHER IT ELICITS NEGATIVE FEEDBACK
TALK ABOUT THEIR OWN OUTPUT
IDENTIFY PROBLEMS AND DISCUSS WAYS TO OVERCOME THEM
MICHAEL LONG´S INTERACTION HYPOTHESIS
EMPHASIZES THE IMPORTANCE OF COMPREHENSIBLE INPUT; MORE EFFECTIVE WHEN IT IS MODIFIED THROUGH THE NEGOTIATION OF MEANING
NEGATIVE EVIDENCE
THE INTERLOCUTOR INDICATE WHEN HE HAS NOT UNDERSTOOD
PSYCHOLINGUISTIC ASPECTS
L1 TRANSFER
NEGATIVE OR POSITIVE TRANSFER
UNDERPRODUCTION
OVERPRODUCTION
PRODUCTION ERRORS
MISINTERPRETATION
THE ROLE OF CONSCIOUSNESS
STEVEN KRASHEN´S DYCHOTOMY
PROCESSING OPERATIONS
LEARNER´S STRATEGIES
TO EXTRACT AND SEGMENT LINGUISTIC INFORMATION
AVOID INTERRUPTION
REARRANGEMENT OF LINGUISTIC UNITS
AVOID EXCEPTIONS
PROCESSING CONTRAINS
DIFFERNT STAGES IN DIFFERENT ORDERS
COMMUNICATION STRATEGIES
AVOID PROBLEMATICS ITEMS
BORROW A WORD FROM THEIR L1 OR USE SIMILAR WORD IN HIS L2
THE SYSTEMATIC DEVELOPMENT OF LEARNER LANGUAGE THAT REFLECTS A MENTAL SYSTEM OF LK KNOWLEDGE
BEHAVIOURITS LEARNING THEORY
LEARNING INVOLVES HABIT FORMATION
WHEN STUDENTS RESPOND TO A STIMULI
IT CANNOT ADEQUATELY ACCOUNT FOR L2 ACQUISTION
STUDENTS ARE ACTIVELY INVOLVED IN CONSTRUCTING THEIR OWN RULES
LEARNING IS NOT JUST A RESPONSE TO EXTERNAL STIMULI
MENTALIST LEARNING THEORY
HOW THE INNATE PROPERTIES OF THE HUMAN MIND SHAPE LEARNING
ONLY HUMAN BEINGS ARE CAPABLE OF LEARNING LANGUAGE
THE HUMAN MIND IS EQUIPPED WITH A FACULTY FOR LEARNING LANGUAGE (A DEVICE)
THIS FACULTY IS THE PRIMARY DETERMINANT OF LANGUAGE ACQUISTION
INPUT IS NEEDED
IT IS THE CONSTRUCTION OF A LINGUISTC SYSTEM (OF A UNIQUE)
CONSTRUCTED IN THE "BLACK BOX"
A COMPUTATIONAL MODEL OF L2 ACQUISTION
THE HUMAN MIND FUNCTIONS LIKE A COMPUTER
INPUT STORED
SHORT-TERM MEMORY
INTAKE
LONG TERM MEMORY
AS L2 KNOWLEDGE
TO PRODUCE SPOKEN AND WRITTEN OUTPUT
LINGUISTIC ASPECTS
TYPOLOGICAL UNIVERSALS
RELATIVE CLAUSES
IN RELATION TO L1
HIERARCHY IN LANGUAGE ACQUISTION
UNIVERSAL GRAMMAR
SIMILAR PRINCIPLES IN ALL LANGUAGES
LEARNABILITY
POSITIVE EVIDENCE
ON WHAT IS GRAMAMTICAL CORRECT
NEGATIVE EVIDENCE
ON WHAT IS UNGRAMMATICAL
THE CRITICAL PERIOD HYPOTHESIS
A PERIOD IN WHICH LANGUAGE ACQUISTION IS EASY
NATIVE SPEAKERS
ACCESS TO UG
IN ADULTS
PARTIAL ACCESS
DUAL ACCESS
COMPLETE ACCESS
NO ACCESS
MARKEDNESS
SOME STRUCTURES ARE MORE COMMON AND NATURAL THAN OTHERS
UNMARKED
COMMON
MARKED
STRUCTURES THAT LIE OUTSIDE UG