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Interlanguage and Its Implications to Second Language Teaching and…
Interlanguage and Its Implications to Second Language Teaching and Learning
Definition of Interlanguage
This knowledge of L2 is independent of both the learner's first language (L1) and the TL.
It refers to the interim grammars constructed by second language learners on their way to the target language (TL).
Interlanguage is a term coined by L. Selinker in 1972.
Different but related meanings:
Series of interlocking systems characterizing acquisition.
System observed at a single stage of development (an interlanguage).
Particular L1/L2 combinations (e.g., L1 Chinese/L2 English).
Brown's Perspective on Interlanguage
Brown, H.D advocates that interlanguage refers to the separateness of a second language learner's system.
It has a structurally intermediate status between the native and target language.
Alternative Terms for Interlanguage
Before "interlanguage" gained popularity, other terms were used to describe the same phenomenon.
"An idiosyncratic dialect" [3]
"An approximative system" [15] by Nemser (1971).
"Transitional competence" [2]
Corder (1971) used the term "idiosyncratic dialect."
Interlanguage as a System
Interlanguage is neither the system of the native language nor the system of the target language.
It falls between the two and is based on learners' attempts to provide order and structure to linguistic stimuli.
Learners gradually and tediously establish closer approximations to native speakers' language through trial and error and hypothesis testing.
Characteristics of Interlanguage
Interlanguage as Natural Languages
They are systematic throughout their development.
Selinker's interlanguage hypothesis views interlanguages as natural languages.
Key Characteristics of Interlanguage
Permeability
Target language rules gradually permeate the existing interlanguage system.
Interlanguage is open to amendment and can absorb new knowledge.
Rules in the learner's knowledge are not fixed but open to amendment.
Dynamicity
Revision of the interim system involves introducing new rules gradually.
Interlanguage consists of a series of overlapping "grammars."
The L2 learner's interlanguage is constantly changing.
Systematicity
Learners base their performance plans on their existing language system.
Learners behave "grammatically" based on interlanguage rules.
Interlanguage has an internally coherent structure like natural languages.
Variability
Variability reflects form-function correlations within the learner's grammar.
Learner's competence is heterogeneous.
Language produced by learners at any stage displays systematic variability.
Fossilization
Fossilization occurs when interlanguage still has rules or items different from the target language.
Fossilized forms may reappear in language use (backsliding).
Most L2 learners fail to reach target language competence.
Causes of Fossilization
Internal Factors:
Lack of desire to acculturate to the target language and cultural norms.
Age-related loss of plasticity in the brain.
External Factors:
Communicative pressure leads to fossilization.
Nature of feedback on learner's use: Positive feedback results in fossilization, while negative feedback helps avoid it.
Lack of learning opportunities for L2 input and target language use.
Five Key Factors for the Formation of Interlanguage
Language Transfer
Positive transfer facilitates TL learning; negative transfer is interlingual interference.
Examples of linguistically wrong and culturally unacceptable transfers.
Refers to the transfer of the learner's L1 to organizing L2 data.
Transfer of Training
May cause errors and reinforce erroneous forms.
Affected by ways and materials of training and teachers.
Occurs when learners have done excessive training on certain interlanguage structures.
Strategies of L2 Learning
Culture-bound strategies influenced by traditional Chinese culture.
Includes avoidance and simplification strategies.
Learners' regular study methods.
Strategies of L2 Communication
May prevent acquisition when learners rely on them too heavily.
Includes paraphrase, borrowing, asking for assistance, gestures, and avoidance.
Communication strategies used by learners in real communication.
Overgeneralization of TL
Normal part of the learning process but can lead to errors.
Examples of overgeneralization in verb tenses and sentence structures.
Involves the expansion or mixing of language rules in interlanguage cognition.
Implications for L2 Teaching and Learning
Reducing Negative Transfer of L1
Negative transfer of L1 is a significant reason for interlanguage formation.
Teachers can use behaviorist approaches to reinforce target-like responses and correct non-target-like ones.
Encourage learners to read English writings by native writers to build language awareness.
Increasing Cultural Information Teaching
Native culture influences L2 learners, hindering interlanguage development.
Use culturally-authentic materials and create cultural learning activities.
Cultural information teaching should be combined with language teaching in class.
Optimizing Language Input Environment
Language input from classroom teaching is crucial, especially for Chinese learners.
Textbooks should focus on practicality and validity, with a wider range of relevant topics.
Multi-media and authentic materials in the language laboratory can provide optimal input.
Teachers' competence and teaching methods influence learners.
Increasing Output
Speaking and writing should be emphasized to reduce language transfer.
Learners should be given opportunities to discuss, debate, and write on topics.
Output promotes accuracy and fluency.
Adopting Proper Correction Strategy
Suggested correction strategies: self-correction, peer correction, and teacher correction.
Correction should focus on errors hindering communication and stemming from a lack of knowledge.
Correction helps learners develop their interlanguage.
Applying Appropriate Learning Strategies
Emphasize learning from exposure, imitation, and trial and error.
Learning strategies should resemble how children learn to speak their native language.
Learners should form good learning habits and not be overly concerned with every error.
