Relevant bibliographies by topics / Interlanguage (Language learning)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Interlanguage (Language learning)'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Interlanguage (Language learning)"

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Geng, Zishuo, and Zikai Jin. "A Review of Interlanguage Fossilization in English Learning." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 153–60. http://dx.doi.org/10.54097/z4kvfr08.

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The phenomenon of interlanguage fossilization, which is commonly observed during the process of acquiring a foreign language, signifies a barrier to further progress in language proficiency. This paper presents a comprehensive review and analysis of the phenomenon of interlanguage fossilization in the context of second language acquisition. Interlanguage fossilization refers to the stagnation of language learning progress, hindering further linguistic development in foreign language acquisition. The paper explores the defining characteristics, various types, and current research status related to interlanguage fossilization. It investigates the specific causes and manifestations of this phenomenon in second language acquisition, focusing on English language learning. The study further proposes practical measures to address interlanguage fossilization and enhance learners' proficiency. These measures include continual upgrading of teachers' knowledge base in fundamental English concepts, communicative skills, linguistic understanding, and knowledge of Anglo-American cultural backgrounds. Additionally, learners are encouraged to adopt a correct mindset, recognizing language learning as a long-term, continuous process requiring consistency and systematicity. The paper emphasizes the importance of vocabulary memorization, progressive learning approaches, repetition, and extensive practice to internalize the language and achieve effective and accurate language output. By implementing these strategies, learners can overcome interlanguage fossilization and make significant progress in their English language proficiency.
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Fauziati, Endang Fauziati. "NATIVE AND TARGET LANGUAGE INFLUENCE ON THE STUDENTS’ INTERLANGUAGE PRODUCTION: A CASE OF INDONESIAN EFL COMPOSITIONS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 54. http://dx.doi.org/10.17509/ijal.v7i1.6858.

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English compositions written by Indonesian EFL students contain erroneous sentences which portray learner language. The errors are neither of their native language nor the target language, but containing linguistic system from both. This is called an interlanguage. This study focuses on one of interlanguage features, that is, permeability, meaning the susceptibility of interlanguages to infiltration by first language and target language rules or forms. It aims to provide empirical evidence of the permeability of the students’ interlanguage production by describing the types and degree of the native and target language influence and explaining the possible causes of the influences. The data were 264 ill-formed sentences elicited from their English free compositions. Error analysis and interlanguage analysis were used as framework for collecting, identifying, describing, and explaining the data. The results indicate that their interlanguage production was influenced by their native language and the target language at both lexical and syntactical level. The dominant native language influence was on vocabulary (i.e. Indonesian borrowings) and the target language influence was on grammar (i.e. verb tenses). The native language influence had a little lower frequency compared with that of the target language. The main source of the influence was their possession of two language systems in their mind was activated regardless of their intention to use one language only. The native language influence was due to the good mastery of the native language and the limited knowledge of the target language. The target language influence was due to the learning strategy used.
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Bardovi-Harlig, Kathleen. "Interlanguage Development." AILA Review 19 (November 9, 2006): 69–82. http://dx.doi.org/10.1075/aila.19.06bar.

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The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development.
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Wei, Longxing. "Interlanguage as an Outcome of Bilingual Systems in Contact." Studies in Linguistics and Literature 4, no. 3 (June 22, 2020): p33. http://dx.doi.org/10.22158/sll.v4n3p33.

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Most previous studies of interlanguage regarded commonly observed learner errors as a universal or developmental phenomenon and related language transfer in second language learning to the developing interlanguage system itself. Though language transfer is often defined as one of the processes responsible for interlanguage, the relationship and interaction between the learner’s first language and the target language is largely ignored. This study assumes that any interlanguage system is “composite” in nature because in second language learning several linguistic systems come into contact, and each contributes different amounts to the developing interlanguage system. It further assumes that the bilingual mental lexicon contains abstract elements called “lemmas” about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in interlanguage production. Based on some research findings, this study concludes that language transfer or learner errors in interlanguage production should be understood as lemma transfer of the learner’s first language abstract lexical structure; the developing interlanguage system is driven by an incompletely acquired abstract lexical structure of a target language item. This study treats interlanguage as an outcome of bilingual systems in contact at a rather abstract level to provide an explanatory account of second language acquisition.
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Zhao, Qianying, and Jingyang Jiang. "Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning." Poznan Studies in Contemporary Linguistics 56, no. 2 (June 25, 2020): 339–63. http://dx.doi.org/10.1515/psicl-2020-0010.

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AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.
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Guo, Qiaolan. "Interlanguage and Its Implications to Second Language Teaching and Learning." Pacific International Journal 5, no. 4 (December 31, 2022): 08–14. http://dx.doi.org/10.55014/pij.v5i4.223.

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Interlanguage refers to the knowledge system which is formed in a certain period in learners’ second language learning process. The study on interlanguage is of great significance in the field of second language acquisition. This paper elaborates on the definition and characteristics of interlanguage, and analyzes five main factors contributing to the formation of interlanguage.The first factor is language transfer, especially negative language transfer; the second is transfer of language training, which means teacher overemphasized one form or pattern and used inappropriate or even faulty teaching materials, at the same time, teacher’s incompetence in identifying non-English forms may also lead to interlanguage; the third factor is strategies of second language learning, which is often thought to be culture bound; the fourth factor is strategies of second language communication; the last factor is overgeneralization of target language. Through close study of the factors leading to interlanguage, this paper draws some implications to second language teaching and learning: the first is reducing negative transfer. Teachers can emphasize the importance of reinforcing the learners’ responses by rewarding target-like responses and correcting non-target-like ones, and learners should be encouraged to read as much as possible the English writings by native English writers. Second is increasing cultural information teaching. Teachers can choose some culturally-authentic materials from the native speech community and adopt various cultural teaching techniques. At the same time, to optimize language input environment. Teachers are supposed to equip with high levels of L2 competence and provide students with the right thing in the right way. Another way to reduce language transfer is to increase the opportunity for output. Moreover, we can see that making errors is a part of language and error-correction can help interlanguage develop towards the TL, hence, adopting proper correction strategies are of great importance. Last but not least, applying proper learning strategies is also a better way to avoid the occurrence of interlanguage.
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Kasper, Gabriele, and Richard Schmidt. "Developmental Issues in Interlanguage Pragmatics." Studies in Second Language Acquisition 18, no. 2 (June 1996): 149–69. http://dx.doi.org/10.1017/s0272263100014868.

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Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in interlanguage pragmatics have focused on second language use rather than second language learning. The aim of this paper is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspects of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.
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Dai, Caihong. "Study on the Fossilization of Interlanguage in EnglishTeaching in Senior High School and its Countermeasures." Scientific Journal of Technology 5, no. 8 (August 22, 2023): 22–26. http://dx.doi.org/10.54691/sjt.v5i8.5494.

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Interlanguage refers to a special language system that is totally different from the native language and the target language in the process of learning a foreign language. With the development of interlanguage, it gradually approaches the target language, but rarely fully integrates with the target language, showing a state of stagnation, which is called fossilization phenomenon. Fossilization is complex, repeated and durative, it appears in various aspects of Interlanguage like phonetics, syntax and semantics, and fossilization phenomenon seriously restricts the progress of learners' foreign language level. In senior high school English teaching in China, the phenomenon of interlanguage fossilization is common. This paper will explain and discuss the causes of this phenomenon, and on this basis, put forward some strategies to alleviate this phenomenon, possibly eliminating fossilization effects to help improve learners' ability to learn and master foreign languages and teachers’ teaching quality and efficiency.
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Hilles, Sharon. "Interlanguage and the pro-drop parameter." Interlanguage studies bulletin (Utrecht) 2, no. 1 (June 1986): 33–52. http://dx.doi.org/10.1177/026765838600200103.

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There is a relatively stable period in child L 1 acquisition during which surface subjects can be omitted. This period is also characterized by the absence of modals and expletives. With the emergence of modals and expletives, absent subjects disappear. This sequence has been attributed to the constraints of Universal Grammar (UG), a parameterized system with various settings depending on the language. The same sequence has also been observed in the interlanguage of a Spanish speaker learning English, suggesting that UG might also constrain interlanguages, and that a major part of L2 learning may be resetting the values of UG parameters.
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'Ain, Qurrata, and Pratomo Widodo. "A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 1. http://dx.doi.org/10.21093/ijeltal.v4i1.245.

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Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing. It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.
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Dissertations / Theses on the topic "Interlanguage (Language learning)"

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Nikula, Tarja. "Pragmatic force modifiers a study in interlanguage pragmatics /." Jyväskyla : University of Jyväskyla, 1996. http://books.google.com/books?id=9Q5aAAAAMAAJ.

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Wijayanto, Agus. "Interlanguage pragmatics of refusal strategies by Javanese EFL learners." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=183672.

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The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited, using discourse completion tasks (DCT), from 20 NSE and 50 JLE. Comparative data concerning refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explained by the influence of L1 pragmatics. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990) and were analysed into sociopragmatic and pragmalinguistic strategies. Z test and Chi Square (χ2) were applied to test the statistical significance of differences between JLE and NSE usage. The study found that all three groups employed broadly similar sequential orders, frequencies of occurrences, and contents of both semantic formulae and adjuncts. Some differences were found, however, in which the strategies of the two Javanese groups (JLE and NJ) were more alike than either was to NSE. These findings suggest that distinctive JLE usages (i.e. different from NSE) are either due to the influence of L1 (negative pragmatic transfer) or simply deviation (idiosyncratic usage). The former occurred mainly in the utilization of politeness strategies by the Javanese groups. The salient elements of Javanese cultural values and their relation to the expression of politeness are discussed in some detail, and are shown to be reflected in the English of Javanese learners. The latter (deviations) appeared to arise from a conflict between JLE speakers’ notions of “correct” grammar and word meanings, on the one hand, and the pragmalinguistic demands of the interaction, on the other hand.
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Shih, Ching-Yi. "A study of the interlanguage of apology by Taiwanese English-Language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2793.

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This thesis presents a study of the interlanguage of the speech act of apology by Taiwanese learners of English. It compares the way Taiwanese learners apoologize in English and how they apologize in Mandarin Chinese, as well as how native speakers of American English apologize.
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Zhang, Mingjian 1958. "Syntactic features of the English interlanguage of learners of English as a second language." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/7730.

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Ahmadian, Moussa. "Interlanguage conformity in strategic competence : ability to use compensatory strategies by second language learners in referential communication." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/3524/.

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This study investigates the use of strategic competence (SC) by L2 learners in referential communication within the framework of "IL-conformity", a process which is believed to be partly responsible for SLA. It explores the extent to which IL SC conforms to the similarities of this competence in the performance of speakers of different native languages (Lls). It also examines whether the IL-conformity, if any, is task-in/dependent and relates to L2 proficiency levels. Strategic competence refers here to the knowledge/ability to use compensatory (problem-solving) strategies to solve communication problems and to achieve the intended goals. Although studies on SLA have shown that IL conforms to the general (universal) properties of human language, they have focused on the grammatical aspects of language. The communicative aspects of language, particularly SC, have not been touched upon within this framework to date. In this study, as a point of departure, two hypotheses are tested: (1) IL SC will conform more or less to the general properties (or similarities) of SC observed in the performance of speakers of different Lls across various tasks. That is, if particular strategies are used similarly by the speakers of different Lis in performing a given task, such strategies will be used by IL speakers for the same task to a certain extent, and if task variability causes various performance of SC, IL-conformity will occur across various tasks. (2) Degree of IL-conformity corresponds to the degree of L2 proficiency level. The performance of SC of 30 English and 30 Persian adult L1 speakers, and two groups of 30 Farsi-speaking ESL university students of different L2 levels was studied. The subjects communicated three different tasks to their interlocutors. The results appeared to be in support of the hypotheses. The possible reasons for the speakers' strategic language behaviour are discussed along with the theoretical and pedagogical implications for instructed SLA.
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Zhang, Yanyan. "A corpus-based study of the forms and functions of BE in the interlanguage grammars of Chinese learners of English." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/869.

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Yuan, Boping. "Directionality of difficulty in second language acquisition of Chinese and English." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/17576.

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This thesis is concerned with the investigation of directionality of difficulty in second language acquisition (SLA) by Chinese-speaking learners learning English as a foreign language (EFL) and by English-speaking learners learning Chinese as a foreign language (CFL) . Chinese allows both subject PRO in finite clauses and object pro. However, subject PRO in finite clauses and object pro give rise to ungrammaticality in English. Unlike Chinese, in which topics can be base-generated, English does not allow a base-generated topic. Chinese and English are also different in that while English reflexives can only take a local subject in finite clauses as their antecedent (thus a short-distance reflexive), the Chinese reflexive ziji can take the matrix subject as well as the embedded subject as its antecedent (thus a long-distance reflexive) . With respect to these differences between the two languages, our focus is on whether it is more difficult for CFL learners to acquire subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of Chinese than for EFL learners to unlearn subject PRO, object pro, base-generated topics and the long-distance reflexive in the acquisition of English. The results of our study suggest that there is no single direction of difficulty in the SLA of Chinese and English. In terms of object pro, the direction of difficulty is from Chinese to English. However, in acquiring and unlearning the subject PRO, neither CFL learners nor EFL learners seem to have much difficulty. As for base-generated topics, it is found that the acquisition of this feature by CFL learners is more difficult than the unlearning of this feature by EFL learners. The results concerning the acquisition of the Chinese long-distance reflexive ziji by CFL learners suggest that a lack of long-distance binding for ziji is fossilized in these learners' interlanguage (IL) grammars of Chinese. Based on the findings in this study, we argue that the directionality of difficulty in SLA can only be studied with respect to individual language features and that the mere existence of relevant positive evidence in the input is not a guarantee that there will be a change in the learner's IL grammar. There are many factors involved in deciding the direction of difficulty in SLA. These factors include the availability of informative evidence to the learner, the possibility that the learner makes use of the evidence available for the restructuring of his IL grammar of the target language, the learners' ability to process the relevant data in the input, and the interaction between the structure in the learners' L1 and the inherent developmental stage of the target language.
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Poon, Pak-lun Alan, and 潘柏麟. "Interlanguage pragmatics of Hong Kong Cantonese EFL learners: an experimental study of their substantiverejection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45161987.

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Ihsan, Diemroh. "A linguistic study of tense shifts in Indonesian-English interlanguage autobiographical discourse." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558344.

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The purpose of the study was two-fold. First, it investigated, described, and analyzed tense shifts and the roles of the present tense forms in IEIL autobiographical discourse. Second, as a contribution to the study of English interlanguage of Indonesian EFL learners it presents some pedagogical implications for the EFL teaching and learning in Indonesia and offers suggestions for further research. The data used for the study were twenty-six essays containing 1700 verb phrases in 937 sentences, which were written by twenty-six freshman EFL learners of the University of Sriwijaya in Palembang, Indonesia, in 1986.The results of the study show that tense use in IEIL is systematic, on one hand, and variable, on the other. Shifts of tense from past to present are generally predictable. The present tense usually functions to present the writer's evaluation or opinion, habitual occurrences, general truth, or factual descriptions functioning as permanent truth in relation to the writer's childhood. Occasionally, the present tense functions as the Historical Present to narrate past events. The past tense, on the other hand, usually functions to describe past truth and, at times, to narrate historical events such as the writer's date and place of birth.Variability also characterizes IEIL autobiographical discourse. That is, IEIL writers do not completely follow the present and past tense rules. For instance, they usually use the present tense to express habitual occurrences, but at other times they use past tense accompanied by such expressions as "on Sundays," "on holidays," "whenever," etc.In addition, the following conclusions have been drawn: (1) IEIL autobiographical discourse largely contains description expressed in the past tense; (2) discourses are highly recommended to be used as the first material in teaching linguistic phenomena such as tense shifts to Indonesian EFL learners; and (3) following the IL theory and principles, EFL teachers should not treat EFL learner's should treat them as a sign that they are in fact in the process of learning.deviants as a sign of improper usage and harmful but instead should treat them as a sign that they are in fact in the process of learning.
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Barrientos, Contreras Fernanda. "Perceptual representations in Interlanguage Phonology : subcategorial learning in late-learners with a smaller vowel inventory." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/perceptual-representations-in-interlanguage-phonology-subcategorial-learning-in-latelearners-with-a-smaller-vowel-inventory(ff039de6-95b8-47ec-a23e-bb78cea7c549).html.

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In this thesis I explore the phonological nature of newly acquired perceptual representations by highly proficient late-learners of English whose L1 is Spanish, specifically in the case where two different L2 sounds are being initially mapped onto the same L1 category. I claim that these perceptual representations are not phonemic; rather, what these learners acquire are phonetic representations that can be discriminable under certain conditions in a manner similar to that of native speakers, but that are nevertheless identified as tokens of the same L1 category. Since speech perception is a categorisation process where the acoustic input is mapped onto the existing phonemic categories, then late-learners will use their L1 representations when perceiving acoustic input; and will therefore have no need to create new perceptual categories. An alternative hypothesis holds that late-learners can bootstrap new perceptual categories by means of UG access, which allows them to bypass the default categorisation process and notice the difference between their L1 categories and the actual L2 input, so that new perceptual categories can be created. This thesis focuses on the acquisition of the perceptual contrast between the open-mid back unrounded vowel /2/ and the low back unrounded vowel /A/, both of which are mapped onto the same L1 perceptual category /a/. Two experiments were conducted. Subjects were divided in three groups: one of native speakers (NS), a group of highly proficient nonnative speakers of English with Spanish as L1 (NNS-A), and a group of L1 Spanish speakers who were nonproficient in English (NNS-B). The experiments included identification, discrimination and rating tasks along synthesised /A - 2/ vowel continua (7-step and 5-step). The results showed that unlike the NS group, both groups of nonnative speakers categorised the tokens along the /2 - A/ continuum randomly when using L2-like labels; and showing a strong preference towards /a/ when using L1-like labels. Discrimination, on the other hand, differed according to the task: discrimination of adjacent tokens yielded similar results across the three groups, but nonadjacent tokens showed that the NNS-A group is more sensitive than the NNS-B group and less sensitive than the NS group. Finally, prototypicality ratings showed that while NS considered the endpoints of the continuum as good exemplars of the categories /A/ and /2/, both groups of nonnative speakers rated all tokens along the continuum as equally good instances of /a/. From these results I conclude that while late-learners of L2 English do not create new phonemic categories for /A/ and /2/, they are able to perceive a difference that nevertheless does not seem to be enough to create a category split. These findings have implications for a theory of learnability in SLA, since it suggests that latelearners have partial access to UG insofar as input alone leads to learning within the phonetic domain but not to creation of new phonemic categories.
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Books on the topic "Interlanguage (Language learning)"

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Selinker, Larry. Rediscovering interlanguage. London: Longman, 1992.

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Gabriele, Kasper, and Blum-Kulka Shoshana, eds. Interlanguage pragmatics. New York: Oxford University Press, 1993.

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Rajendra, Singh. Explorations in interlanguage. New Delhi: Bahri Publications, 1991.

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Variation in interlanguage morphology. New York, N.Y: P. Lang, 1991.

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Lundquist, Lita. Navigating in foreign language texts. Frederiksberg [Denmark]: Samfundslitteratur, 2008.

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Lundquist, Lita. Navigating in foreign language texts. Frederiksberg [Denmark]: Samfundslitteratur, 2008.

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Tarone, Elaine. Variation in interlanguage. London: E. Arnold, 1988.

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Young, Richard. Variation in interlanguage morphology. New York, N.Y: P. Lang, 1991.

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Peukert, Hagen. Transfer effects in multilingual language development. Amsterdam: John Benjamins Publishing Company, 2015.

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M, Gass Susan, and Selinker Larry 1937-, eds. Language transfer in language learning. Amsterdam: J. Benjamins Pub. Co., 1992.

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Book chapters on the topic "Interlanguage (Language learning)"

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Valdman, Albert. "Classroom Foreign Language Learning and Language Variation." In The Dynamic Interlanguage, 261–77. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0900-8_16.

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Jordens, Peter. "Discourse Functions in Interlanguage Morphology." In Language Transfer in Language Learning, 138. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/lald.5.11jor.

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Warga, Muriel. "Interlanguage pragmatics in L2 French." In Language Learning & Language Teaching, 171–207. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.11war.

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Bardovi-Harlig, Kathleen. "Chapter 6. Documenting interlanguage development." In Language Learning & Language Teaching, 127–46. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.39.08ch6.

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Dekydtspotter, Laurent, Bruce Anderson, and Rex A. Sprouse. "Syntax-semantics in English-French interlanguage." In Language Learning & Language Teaching, 75–102. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.08dek.

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Borland, Helen. "A Crossover Effect in Interlanguage." In Learning, Keeping and Using Language, 299–321. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.22bor.

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Tarone, Elaine. "Chapter 1. Enduring questions from the Interlanguage Hypothesis." In Language Learning & Language Teaching, 7–26. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.39.03ch1.

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Winer, Lise. "Variation and Transfer in English Creole—Standard English Language Learning." In The Dynamic Interlanguage, 155–73. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0900-8_10.

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Rado, Marta, and Lois Foster. "The “Bilingual” Child as Interlanguage Hearer." In Learning, Keeping and Using Language, 135–61. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.13rad.

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Bartelt, H. Guillermo. "Transfer and Variability of Rhetorical Redundancy in Apachean English Interlanguage." In Language Transfer in Language Learning, 101. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/lald.5.09bar.

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Conference papers on the topic "Interlanguage (Language learning)"

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Metwalli, Wafaa. "Correlation Between Interlanguage and Internalization in SLA." In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.10.

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"Attach Importance to the Role of Interlanguage in Foreign Language Learning." In 2021 International Conference on Society Science. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001999.

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Assanova, D., and M. Knol. "Interlanguage interference in the acquisition of foreign language pronunciation." In General question of world science. Наука России, 2021. http://dx.doi.org/10.18411/gq-31-03-2021-42.

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When considering interference from a psycholinguistic point of view, it becomes obvious that the speech flow is automatically divided into bundles of differential features that are identical to the elements of the native language. Signs of phonemes that are irrelevant from the point of view of the phonological system of the native language, but differentially significant from the point of view of the foreign language, are discarded, and, conversely, signs that are absolutely insignificant for a non-native language are the main ones in the perception and reproduction of speech in a foreign language. Thus, it turns out that a native speaker of any language turns any unfamiliar sound (or any sound sequence) into a sequence of phonemes of the native language, resulting in an incorrect phonological interpretation. The properties of a bilingual, which are determined by the phonological hearing that exists in his linguistic consciousness, can be considered the most general explanation of the phenomenon of interference itself. Teachers and methodologists pay considerable attention to this phenomenon primarily because the process of superimposing the systems of the native language on the system of the non-native (or interference) generates an accent in the speech of a bilingual native speaker, which is like a kind of mirror, where the signs of the native language are reflected. If the accent is a system of stable skills of incorrect speaking, then the mistakes in pronunciation that inevitably occur in the speech of a bilingual when learning a folk language are random, but they are often difficult to correct. In order to quickly correct them, teachers should know the reasons for their occurrence.
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Gumilar, Dudung, Dadang Sudana, and Aceng Ruhendi Syaifullah. "Interlanguage Grammar in English: Produced by Indonesian students learning French." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.89.

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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Nezhyva, Olga. "Ted Talks as a Digital Material in Foreign Language Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.24.

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The paper considers the opportunity of practical use of TED Talks as a digital material in the process of foreign language teaching and learning in educational institutions of different types. It has been shown that TED Talks are quite a significant and powerful tool for developing students’ speaking skills. The students improve their communication skills in a foreign language; definitely, it provides further professional opportunities for getting and sharing information, experience, ideas and views. The paper illustrates that the spheres of influence of TED Talks materials, which will be used in the educational process, can be conditionally divided into four groups such as socio-cultural dimension, competence dimension, language dimension and psychological dimension. It is emphasized that TED Talks can be multifunctional, satisfying almost any didactic request. However, the teacher should take into account the certain criteria for choosing a video watching. These criteria are: what video is about, the usefulness of the topic video; the appropriateness of the video to the academic environment and the length of the video. All of these criteria help to create the video to be successful and effective. If the teacher neglects these choosing criteria, the teacher will have a negative result after the video watching and during the discussion of this video among students. The paper also highlights that the use of TED Talks during foreign language teaching helps the teacher to solve a number of problems, in particular, to overcome the negative impact of interlanguage interference, and to increase students’ motivation to learn a foreign language. Furthermore, it helps to make foreign language teaching more interesting and creative.
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