CA and EA paved the way for Interlanguage theory (IL hereinafter) in . The term ‘Interlanguage’ was first introduced by Selinker ( &). The Interlanguage theory, that assumes that an active and independent learning mind Selinker believes that the evidence for interlanguage can be found. Inter-language Theory Presented to: Ma’am Mehwish. Selinker’s Five Fossilization Process Steps Over-generalization Transfer of.

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Fossilization occurs often in adult language learners. Ultimately, there would be similarities, but not the same. These data provide evidence that the learners were initially producing output based on rote memory of individual words containing the present progressive “-ing” morpheme. Old Occam whips out his razor”. In contrast, selin,er and pidgins are generally the product of groups of people in contact with another language, and therefore may be more stable. On the other hand, those who approach it from a sociolinguistic or psycholinguistic orientation view variability as an inherent feature thheory the learner’s interlanguage.

This comparison suggests the existence of a separate linguistic system. Learn how and when to remove these template messages. At the end are guiding questions for the educator to contemplate instruction and Interlangauge. Instead of a constant step up, language learners follow spurts of growth followed by plateaus of knowledge.

Interlanguage can be observed to be variable across different contexts. Learner language varies much more inyerlanguage native-speaker language.

When learners experience significant restructuring in inteerlanguage L2 systems, they sometimes show a U-shaped learning pattern. Theories in second language acquisition: By using this site, you agree to the Terms of Use and Privacy Policy.

Empirical studies in second-language variation. The biggest controversy comes from the fossilization aspect that explains why learners fail to reach various levels. They may happen to say “What do you doing?


International Review of Applied Linguistics. The most important psychological factor is usually regarded as attention to form, which is related to planning time. However, in the second stage their systems contained the rule that they should use the bare infinitive form to express present action, without a separate rule for the use of “-ing”.

Interlanguage can be variable across different contexts; for example, it may be more accurate, complex and fluent in one domain than in another.

The difference is mostly one of variability, as a learner’s interlanguage is spoken only by the learner and changes frequently as they become more proficient in the language. Along with interlanguage comes a very controversial topic called fossilization. May Learn how and when to remove this template message.

Interlanguage has multiple dimensions that make it impossible to list in an article like this, but interlanguage carries a lot of research to show the validity of the hypothesis. The idea that language learners’ linguistic systems interlanguave different from both delinker L1 and L2 was developed independently at around the same time by several sellnker researchers.

Interlanguage viewed language development as a combination of several factors including nature of input, environment, internal processing of the learner, and influence between L1 and L2. 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.

It interlanguagw theorized that the same constraints that act on a native UG are also often present in an interlanguage UG. At stairway B, the person goes to the 3 rd floor, enters the hallway, and goes to the opposite end of the building to stairway A.



Readers are encouraged to study more in-depth to gain a full appreciation of the history, development, and implementation of this theory as it contains an extreme amount of complex information. This theory assumed that learners’ errors were caused by the difference between their L1 and L2.

The blended words are called “prefabricated patterns” or “chunks”. In Seliger, H; Long, M.

Individuals learning a second language may not always hear spoken L2 words as separate units. For example, in earlier stages of acquisition, a learner will often display systematic constraints on their ability to use the correct tense. Views Read Edit View history. These two characteristics of an interlanguage result in the system’s unique linguistic organization. Educators have tendencies to believe students are huge buckets we just pour information into and they learn it.

Learn how your comment data is processed. Interlanguage is claimed to be a language in its own right.

Interlanguage – Wikipedia

The realization that students will interpret information differently should provide some guidance on how instruction of the information should be presented. They eventually returned to correct usage when they gained greater inrerlanguage of the tense rules in English.

This approach was deficit-focused, in the sense that speech errors were thought to arise randomly and should be corrected.

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.