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Journal articles on the topic 'Interlanguage (Language learning)'
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1
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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Kasper, Gabriele. "The Development of Pragmatic Competence." EUROSLA 6 55 (January 1, 1996): 103–20. http://dx.doi.org/10.1075/ttwia.55.09kas.
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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 inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk 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 aspeas 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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Harahap, Winda Siska Perwana. "Interlanguage of Error Analysis on Students Writing in Covid-19 Pandemic Era." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 240–46. http://dx.doi.org/10.24036/icolp.v1i1.46.
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This study aims to investigate the interlanguage of error analysis production on students writing. In writing process, there are general problem that occur such error from the interlanguage. This problem certainly getting worse during this Covid -19 pandemic era where the students only have limited direct or face to face English learning for one hour per week. Interlanguage is language used by second or foreign language when prosess of learning the target language. Data collected through documentation technique. The sample was taken using purposive sampling technique. There were five students as the sample. The framework of interlanguage and error analysis was applied in the process of data analysis. The results of this study indicate that the interlanguage of the students is influenced by 78% of language transfer, 10.5%of transfer of training and 10.5%of overgeneralization.
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Maheswari, Putu Ayu Masita, Ni Luh Putu Sri Adnyani, and Ni Komang Arie Suwastini. "Interlanguage Analysis on Indonesian EFL Learners’ Compositions." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 14, no. 2 (December 12, 2020): 121. http://dx.doi.org/10.24036/ld.v14i2.108643.
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This study aims at investigating the interlanguage production by Indonesian EFL students in their English compositions. Interlanguage describes the language produced by second or foreign language learners when learning the target language. Forty college students majoring in English for tourism industry were the subjects in this study. In collecting the data, the students were asked to write a recount text with a topic "an experience of visiting a hotel” through a guided writing exercise. The framework of error analysis and interlanguage analysis were used in analyzing the data. The result shows that the students’ interlanguage production is influenced by both Indonesian language as their native language (NL) and English as the target language (TL). The influences were found in both lexical and grammatical forms. This study implies that in learning a foreign language, errors are made by students and by knowing the errors, teachers and tutors can apply appropriate strategies and materials to enhance learning.
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Dincă, Irina, and Mihaela-Oana Gogoșeanu. "Recurrent Errors in the Interlanguage of Haitian Students Learning Romanian as a Second Language." Analele Universității de Vest. Seria Științe Filologice 60, no. 60 (December 20, 2022): 245–65. http://dx.doi.org/10.35923/autfil.60.16.
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This paper aims to analyze the mechanisms which lead to some recurrent errors in the interlanguage of Haitian students learning Romanian as a second language, in a longitudinal study based on a corpus of their written productions, from A1 to B2 levels of linguistic competence. The methodological premises of this approach can be found in studies regarding the concept of the interlanguage continuum, developed by Larry Selinker and S.P. Corder, but also in the hypotheses regarding the genesis and development of the pidgin and creole languages. Taking into consideration the similarities between the mechanisms of the development of the transitional idiolects of second language learners and the processes involved in the development of creole languages, our approach will focus on the case study of the interlanguage continuum of Haitian students. The diglossia these students are accustomed to in their native linguistic environment and the frequent code-switching between Haitian Creole and French offer them a wider variety of heuristic hypotheses and more freedom and creativity in elaborating their interlanguage when learning Romanian. The empirical part aims to analyze four types of errors selected from the interlanguage samples found in a corpus of written texts belonging to Haitian students from the Preparatory Program (levels A1-B2). The four categories follow a surface strategy, based on the learners’ predisposition to alter linguistic structures through omission, addition, misordering, and misinformation, taxonomy adopted from Heidi Dulay, Marina Burt, and Stephen Krashen. The advantage of this analysis is that it helps the researcher to identify the cognitive mechanisms underlying the development of the interlanguage, as well as the teacher to adopt the right remedial strategies for enabling students to become aware of their errors and to control them accordingly.
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Hermawar, Erma, Rahmat Husein, and Audi Yundayani. "ADJECTIVE PHRASE CONSTRUCTION INDICATED IN STUDENTS DESCRIPTIVE TEXT: A CROSS SECTIONAL STUDY ON STUDENTS OF SMA NEGERI 1 MATAULI PANDAN TAPANULI TENGAH." Premise: Journal of English Education 10, no. 2 (October 30, 2021): 284. http://dx.doi.org/10.24127/pj.v10i2.4129.
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This study investigates the types of interlanguage of adjective phrase construction that students made when writing English descriptive text. The errors function as a system and can be used to determine interlanguage. The researcher employed a cross-sectional design and used descriptive qualitative methods. The descriptive texts of the students were collected as primary data at the same time but different levels of proficiency. Thirty tenth-grade students from Matauli Senior High School in Central Tapanuli, North Sumatera, participated in the study. Error Analysis (EA) and Interlanguage theories were central to the data analysis (IL). The findings revealed that students' English production is still interlanguage because their writings contain a wide range of errors regarding adjective phrases. There are 113 errors in total. There are up to 70 items of omission errors (62%), 19 items of misformation errors (17%), 15 items of misordering errors (13%), and 9 items of addition errors (8%). Furthermore, four processes were identified as contributing to students' interlanguage in this study, with the student's native language having the greatest influence on their English production (Language transfer (71%), second language learning strategies (14%), false concepts hypothesized (9.7%), and overgeneralization (5.3%)). The findings also revealed that both interlingual and intralingual sources have caused errors in second language learning. It can be concluded that students' competence at each level is insufficient. Due to their system, they are on the interlanguage continuum, which has a structurally intermediate status between the native and target languages.
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Wei, Longxing. "Contact Linguistics of Interlanguage." Studies in Linguistics and Literature 7, no. 4 (September 20, 2023): p28. http://dx.doi.org/10.22158/sll.v7n4p28.
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Different from traditional definitions of “interlanguage” and descriptions of interlanguage production, this study defines interlanguage in terms of its outstanding linguistic characteristics at the level of abstract lexical structure, including its three sublevels: lexical-conceptual structure, predicate-argument structure, and surface morphological realization patterns (Myers-Scotton and Jake 1995). Also different from most previous studies of interlanguage, this study views interlanguage or any interlanguage system as an outcome of a language-contact phenomenon. Adopting the Matrix Language Frame model (Myers-Scotton 1993[1997]) of bilingual intrasentential codeswitching in particular and contact linguistics in general, this study identifies the “matrix language” or the grammatical frame which structures interlanguage and reviews such a matrix language as a composite (Jake 1998; Wei 2009c). By adopting the Bilingual Lemma Activation model (Wei 2002, 2015, 2020), this study explores the nature and activity of the bilingual mental lexicon during interlanguage development. Accordingly, it proposes a particular approach to the nature and sources of second language learner errors or first language transfer in second language learning. It concludes that any interlanguage system must be driven by an incompletely acquired target language system in general and by an incompletely acquired target language abstract lexical structure in particular.
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Widyaningsih, Yunita. "Strategies to Overcome Interlanguage Fossilization by Using Flipped Learning in Pandemic Era." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 253–62. http://dx.doi.org/10.24036/icolp.v1i1.48.
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Learning foreign language means learn all aspects of the language, such as language features, sociolinguistics, psycholinguistics, grammar, structure and culture. The different of these aspects from target language and native language will create different form output both of them, that known as the interlanguage. Interlanguage fossilization is common in the process of foreign language learning, which causes foreign language learners not make progress any more. Based on teaching learning process condition, researcher applied the strategies to overcome interlanguage fossilization by using flipped learning in pandemic era. This research focuses on grammatical errors. This study belongs to quantitative method. The study conducted in the pandemic era when the teaching learning process of the students in Padang applied in two shifts both face to face learning and online learning. The research conducted in 3 weeks of learning process. each week consists of two meetings by applying flipped learning Approach. The result of this study showed that there was positive effect of using strategies in flipped learning to overcome their fossilization of target language. The result indicates that almost all of the learners’ grammatical errors could be eliminated step by step and need more process and times.
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Mahfuza, Nurul. "How Interlanguage Process of Students L2 During the Pandemic Era?" Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 159–64. http://dx.doi.org/10.24036/icolp.v1i1.34.
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During the COVID-19 pandemic, all activities are carried out virtually and the learning process is included in the effort to learn the target language (IL) in the Interlanguge process. The purpose of this article is to identify what applications students use in their respective L2 processes in the interlanguage process. To collect data in this study, researchers used interviews. Data collection was carried out by interviewing with the help of an interview guide conducted with 6 students of SMK Amal Ikhlas Kampar. The results of this study indicate that students use the Youtube application to achieve the target language mastery level in the inter-language process.
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Rahayu, Dwi. "Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan." Jurnal Penelitian Pendidikan 15, no. 1 (June 30, 2023): 10–14. http://dx.doi.org/10.21137/jpp.2023.15.1.2.
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This study describes the communication strategies in English used by first-level students of the English Education Study Program at STKIP PGRI Pacitan which can be seen in their interlanguage production. The research data is in the form of interlanguge which they produce when performing oral communication. Data collection techniques are elicitation and documentation. Data were analyzed qualitatively. The results of the study show that there are three main types of communication strategies used by learners, namely: over-generalization, first language transfer, and simplification. This strategy is intended by students to maintain that communication using English as the target language can continue with the limitations of their language skills. The implication of this research is that mistakes are an inevitable process in the process of learning a foreign language, so it needs to be addressed positively. Appropriate training needs to be provided to learners so that they better understand the differences between the target language and their mother tongue so as to help them develop their interlanguage system.
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Liu, Xuexin, and Longxing Wei. "Composite Abstract Lexical Structure in Interlanguage Production." Studies in Linguistics and Literature 5, no. 1 (March 1, 2021): p81. http://dx.doi.org/10.22158/sll.v5n1p81.
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Most previous studies of difficulties in learning a second/foreign language focused on sources of learner errors caused by cross-linguistic differences in various levels of linguistic structure, but most of such studies remain at a rather superficial level of description. This study explores sources of learning difficulties at an abstract level by studying the nature and activity of the bilingual mental lexicon during interlanguage production. The bilingual mental lexicon is defined as the mental lexicon containing abstract entries called cross-linguistic “lemmas” underlying particular lexeme. This study claims that it is language-specific lemma which drives interlanguage production at three levels of abstract lexical structure: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. It further claims that it is cross-linguistic lemma variations in abstract lexical-conceptual structure which result in not only inappropriate lexical choices but also errors in interlanguage production of target language predicate-argument structure and morphological realization. Naturally occurring interlanguage production date for the study include several native and target language pairs: Japanese-English, Chinese-English, and English-Japanese. Some typical instances of language transfer involving other language pairs are also cited in support of the argument that the lexical-conceptual approach to interlanguage production is fundamental in any study of the nature of learner errors in interlanguage development.
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Dewi, Kadek Yati Fitria. "COMMUNICATIVE STRATEGIES IN INTERLANGUAGE." Daiwi Widya 8, no. 3 (September 20, 2021): 42–50. http://dx.doi.org/10.37637/dw.v8i3.822.
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The concept ‘communicative competence’ covers four main aspects: grammatical competence traditionally dealing with syntax; sociolinguistic competence dealing with social appropriateness of communication; discourse competence dealing with cohesive and coherence in discourse; and strategic competence focusing on pragmatic function of communication. Those aspects of communicative competence have received great attention in language and literacy education, particularly in second language learning. However, little attention is given to the ability to employ different tactics by language users in achieving this goal. This paper examines this neglected area of communicative strategic competence and their implications for research and teaching.
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Antonova Unlu, Elena. "Pinpointing the role of the native language in L2 learning: Acquisition of spatial prepositions in English by Russian and Turkish native speakers." Applied Linguistics Review 10, no. 2 (May 26, 2019): 241–58. http://dx.doi.org/10.1515/applirev-2016-1009.
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AbstractThis study aimed to examine the role of L1 in the acquisition of L2 by comparing the acquisition of the three spatial prepositions (in, on, at) in English by native speakers of Russian and Turkish. The study, adopting a comparative approach suggested by Jarvis (2000, Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50. 245–309), compared interlanguages of L2 learners with Russian and Turkish L1 backgrounds, and examined the interlanguages of the L2 learners in relation to their native languages. The data for the analysis were collected via utilizing two diagnostic tests and analyzed quantitatively and qualitatively. The findings demonstrated that that the acquisition of the prepositions differed not only quantitatively but also qualitatively between the groups. The study adds to the comparative research examining the role of L1s in the acquisition of L2 and the effect of cross-linguistic influence taking place from background languages.
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yuxiaolin, Tian. "FOSSILIZATION OF INTERLANGUAGE AND ITS ENLIGHTENMENT TO ORAL ENGLISH TEACHING." World Languages, Literature and Cultural Studies 2, no. 1 (January 5, 2023): 04–07. http://dx.doi.org/10.26480/wllcs.01.2023.04.07.
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Fossilization refers to a permanent cessation of interlanguage learning before the learner has attained target language norms at all levels of linguistic structure and in all discourse domains in spite of the learner’s positive ability, opportunity, and motivation to learn and acculturate into target society. Fossilization of interlanguage is a common phenomenon in second language acquisition. It is also an inevitable problem for language learners, especially when they learn oral English. Therefore, it is of positive significance to analyze the fossilization in interlanguage in second language acquisition, find out the causes of the fossilization, and then figure out its countermeasures. Based on the introduction of fossilization of interlanguage and reasons behind it, this paper elaborates on the manifestation of fossilization in Chinese students’ oral English and gives some practical suggestions to help them overcome fossilization of interlanguage.
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Sykes, Julie M., and Andrew D. Cohen. "Strategies and interlanguage pragmatics: Explicit and comprehensive." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 381–402. http://dx.doi.org/10.14746/ssllt.2018.8.2.9.
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Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
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Yang, Qin, and Yujie Xu. "English Teaching Reform in Local Undergraduate Colleges Based on Interlanguage Fossilization." Theory and Practice in Language Studies 9, no. 3 (March 1, 2019): 313. http://dx.doi.org/10.17507/tpls.0903.09.
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The interlanguage fossilization is a distinguishing characteristic of second language acquisition and plays an important role in promoting the foreign language teaching in China. According to survey four main problems of English teaching in local undergraduate colleges have been found, involving language environment, teaching methods, teacher-student relationship and test mode. Therefore, this paper expounds the characteristics, classification and basic causes of interlanguage petrochemical phenomena, and proposes the main measures of English teaching reform in local undergraduate colleges from the perspective of theory of interlanguage fossilization. The reform measures are as follows (a)foster a good language learning environment, (b) emphasize learning strategy in the teaching process, (c) innovate teaching concepts and teaching models,(d) select high-quality teaching materials and strengthen teacher promotion.
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Zheng, Qianmin, and Mikhailovich Shaklein Viktor. "The Features of Phrases in the Interlanguage of Chinese Students Studying Russian." Litera, no. 2 (February 2023): 44–53. http://dx.doi.org/10.25136/2409-8698.2023.2.39714.
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The purpose of the study is to find out the features of phrases in the interlanguage of Chinese students studying Russian language. By analyzing a number of works related to the term "interlanguage", comparing the concept of interlanguage in the publications of various specialists, in the article the concept of the term "interlanguage" is clarified, which has been updated in recent years in Russian and foreign linguistics, and similarities and differences in their understandings are found. Highlighting the features of phrases in the interlanguage of Chinese student studying Russian language is an important and urgent task that contributes to the study of interlanguage as a whole. The subjects of the research are oral and written language materials collected by teachers with the help of classroom tests and homework among two groups of Chinese philology students studying Russian language at the Faculty of Philology in Peoples' Friendship University of Russia. Scientific novelty of the study lies in the fact that the authors for the first time systematically summarized and analyzed such features of phrases in the interlanguage of Chinese students studying Russian language as literal translation from native language to target language, the absence or excessive use of preposition, incorrect choice of preposition in phrases in the interlanguage of Chinese students studying Russian language, and the reasons for the existence of these features. The result of the study provides useful advices in the direction of improving the effectiveness of learning Russian language – in classes of second language acquisition, especially in classes of teaching Chinese students Russian language.
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Hassan Al-Ahdal, Arif Ahmed Mohammed, and Fahad Saleh Aljabr. "The Role of Interlanguage Practices in Feedback Mechanisms: A Case Study with Saudi EFL Learners." World Journal of English Language 13, no. 8 (November 3, 2023): 638. http://dx.doi.org/10.5430/wjel.v13n8p638.
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This study explored the efficacy and role of interlanguage feedback practices to and from EFL learners’ perspective at Qassim University which is a large university with a diverse Arabic speaker learner group. It also gauged the correlation between using interlanguage feedback practise, tolerance of language ambiguity and motivation to learn among the participants. A convenience sample of 48 EFL undergraduates at Qassim University were encouraged to judiciously adopt interlanguage in giving and receiving feedback in the EFL class for a period of eight weeks. Thereafter, a questionnaire was used to gather information on the predictors for interlanguage use in feedback and their outcomes on learning perceptions of the learners. Results indicated that students have moderate perceptions towards practicing interlanguaging feedback. Results also reported positive and moderate direct correlation between practicing interlanguaging feedback, tolerance of ambiguity and learning motivation. This was reflected in foreign language ambiguity tolerance, followed by learning motivation. Results also helped conclude that in the Saudi EFL context, an English-only classroom is not yet suitable to optimize learning, given the learners’ learning style and prevalent pedagogical methods, and as far as interlanguage use in feedback mechanisms is concerned, learners are positive to the idea as it aids in achieving their learning goals.
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Pica, Teresa, Lloyd Holliday, Nora Lewis, Dom Berducci, and Jeanne Newman. "Language Learning Through Interaction." Studies in Second Language Acquisition 13, no. 3 (September 1991): 343–76. http://dx.doi.org/10.1017/s0272263100010020.
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This investigation of NS–NNS interaction in same- and cross-gender dyads on four information exchange tasks revealed that male and female NNSs made and received a comparable number of opportunities to request L2 input and modify interlanguage output during interaction with female NSs, but during interaction with male NSs, these opportunities were significantly lower for female than for male NNSs. In addition, more request-response exchanges were found on tasks in which either the NS or the NNS was given initial control over task-related information. Findings of the study were attributed to cultural similarities and differences in the interactional behaviors of the participants.
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Yao, Jiayi, Hui Chen, and Yuan Liu. "Research on Constructing “Parallel Contrast Corpus of Grammatical Errors”." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 756. http://dx.doi.org/10.17507/jltr.1105.10.
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Error analysis and interlanguage are two cores in second language acquisition research. Researchers have conducted studies and established corpora from various perspectives based on Big Data. However, most of the existing interlanguage corpora provide no feedback for students, which resulted in the barrier of improving self-study efficiency. Additionally, interlanguage systems are influenced by nationalities, while there is a vacancy on the construction of divisional interlanguage corpora. Based on previous studies and error analysis of BNU-Cardiff Chinese College students, this study proposes an idea and model of “Parallel Contrast Corpus of Grammatical Errors” for native English speakers in Chinese learning.
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González-Lloret, Marta. "Technology and L2 Pragmatics Learning." Annual Review of Applied Linguistics 39 (March 2019): 113–27. http://dx.doi.org/10.1017/s0267190519000047.
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AbstractThe field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.
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Wei, Longxing. "Abstract Lexical Structure in Second Language Learning." Studies in Linguistics and Literature 2, no. 3 (August 30, 2018): 223. http://dx.doi.org/10.22158/sll.v2n3p223.
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<em>Different from most previous studies of language transfer phenomena in second language learning which remain at an observational and descriptive level, this study proposes that the major source of language transfer is the interference of first language abstract lexical structure. It assumes that any interlanguage system, like other linguistic systems, has an abstract lexical structure containing several discrete but interacting subsystems: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. Unlike abstract lexical structures in other linguistic systems, the abstract lexical structure in second language learning has different sources. This study claims that any abstract lexical structure in second language learning contains more abstract elements than surface configurations of language, that is, language-specific lemmas underlie lexical entries, and such language-specific lemmas are in contact in second language learning, which can be split and recombined in novel, yet constrained ways in constructing the developing interlanguage system. Some typical instances of language transfer indicate that parts of the abstract lexical structure from first language lexical entries may influence that of the incompletely acquired L2 lexical entries. Thus, successful second language acquisition is driven by the complete acquisition of the abstract lexical structure underlying second language lexical entries.</em>
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Paul, Daisy, Zuraini Seruji, and Noor Aina Dani. "FOSSILIZATION IN THE INTERLANGUAGE OF DUSUN TINDAL TRIBE YOUNGER GENERATION." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 212–33. http://dx.doi.org/10.35631/ijepc.5340017.
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The majority of Dusun Tindal tribe learners in Sabah failed to achieve competency as native Malay speakers due to the fossilization mechanism which is performance-related. Hence, this research aims to examine the fossilization mechanism in the interlanguage of the young generation from the Dusun Tindal tribe. The case study was conducted at Tenghilan Secondary School, Tuaran, Sabah which involved 69 students. Besides the students, 12 language teachers were interviewed to get detailed information on target language learning strategies that allowed students to cross the interlanguage. Two informants from the Dusun Tindal community have provided a missing link to the Dusun Tindal tribe in Sabah. The first important finding involved trends in existing native language domains within Dusun Tindal communities that show multilingual equivalence. Secondly, most essay writing scores in the Malay language itself was still having interlanguage. Thirdly, the highest factor of fossilization causation was cognitive. The mapping of lexical and syntax elements into the target language domain was affecting students' thoughts. It was obvious sentences accommodate the overgeneralization form in the student interlanguage depicts a temporary plateau and they most often use message omission strategy. Fifthly, the continuum of interlanguage was based on the knowledge of native and the Malay language of the students most at acrolect level, namely one level lower than the native speaker competency. Language teachers suggested a number of strategies to dissolve the fossilization in interlanguage, specifically taking the right attitude towards student language errors.
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Li, Yingjiao, and Yijing Ren. "A Review of Research on Fossilization in Second Language Learning." Lecture Notes in Education Psychology and Public Media 28, no. 1 (December 7, 2023): 43–48. http://dx.doi.org/10.54254/2753-7048/28/20231246.
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Language fossilization is the most important feature of interlanguage, and interlanguage is a universal and inevitable phenomenon during the second language learning process. Therefore, it is necessary to study the phenomenon of fossilization. In recent years, there has been more and more researches on language fossilization, but there are different opinions on the causes and manifestation. To comprehend the psychological mechanism underlying fossilization, and explore the possible causes of fossilization and its influence on foreign language teaching strategies. The research on language fossilization needs to be continued. Based on Selinkers main views of fossilization, this paper expounds on the possible causes and the main manifestations of language fossilization followed by a discussion on fossilization by Krashen, Elis and other scholars, while in view of the problems in the process of Chinese students English learning and English teachers teaching methods. This paper also puts forward some corresponding preventive strategies and suggestions.
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Kusumaningtyas, Yulia Shinta, Dwi Rukmini, and Sri Wuli Fitriati. "Children’s Production of Interlanguage in Speaking English As The Foreign Language." English Education Journal 8, no. 4 (September 24, 2018): 452–60. http://dx.doi.org/10.15294/eej.v8i4.25697.
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Acquiring English as a foreign language and using it as a second language (L2) in early years (children up to six years old) at immersion education happen to some process. In that process, the children tend to use L2 spontaneously and produce interlanguage as stated by Selinker (1977). This study aimed to describe children’s production of interlanguage through the features, startegies used by the children in anticipating the influence of native and target language, and the causes. It was a qualitative research of SLA in English-speaking environment. The research subjects were two non-native teachers and fifteen Kindergarten I Integrity students of Bina Bangsa School Semarang. The data were obtained by recording their daily conversation at school for about three months and having interview with the class teachers. The audio and video recordings were transcribed then analyzed based on SLA frameworks proposed by Brown (1973) and Ellis (1985) and interlanguage frameworks drawn on Selinker (1972), Adjemian (1976) and Faerch & Kasper (1983). The interview result were used to get more opinions regarding the interlanguage phenomenon. The results indicated that the students produced interlanguage systematically, permeably, and dynamically. They used strategies of L2 learning and L2 communication to anticipate the influence of their native and target language. Moreover, the students produced interlanguage for some reasons. It was because of language transfer, overgeneralization, and their development of grammatical morphemes, negation, interrogation, and reflexive pronoun in the process of SLA. Language transfer was the main cause of interlanguage happened among the students.
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Jordens, Peter, and Dagmar Bittner. "Developing interlanguage: Driving forces in children learning Dutch and German." International Review of Applied Linguistics in Language Teaching 55, no. 4 (November 27, 2017): 365–92. http://dx.doi.org/10.1515/iral-2017-0147.
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Abstract Spontaneous language learning both in children learning their mother tongue and in adults learning a second language shows that language development proceeds in a stage-wise manner. Given that a developmental stage is defined as a coherent linguistic system, utterances of language learners can be accounted for in terms of what (Selinker, Larry. 1972. Interlanguage. International Review of Applied Linguistics 10. 209–231) referred to with the term Interlanguage. This paper is a study on the early interlanguage systems of children learning Dutch and German as their mother tongue. The present child learner systems, so it is claimed, are coherent lexical systems based on types of verb-argument structure that are either agentive (as in Dutch: kannie bal pakke ‘cannot ball get’, or German: mag nich nase putzen ‘like not nose clean’) or non-agentive (as in Dutch: popje valt bijna ‘doll falls nearly’, or in German: ente fällt ‘duck falls’). At this lexical stage, functional morphology (e. g. morphological finiteness, tense), function words (e. g. auxiliary verbs, determiners) and word order variation are absent. For these typically developing children, both in Dutch and in German, it is claimed that developmental progress is driven by the acquisition of the formal properties of topicalization. It is, furthermore, argued that this feature seems to serve as the driving force in the instantiation of the functional, i. e. informational linguistic properties of the target-language system.
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Shahid, Shama-E. "Role of Feedback and Negotiation in Interlanguage Development." International Journal of English Language Studies 3, no. 10 (October 16, 2021): 07–13. http://dx.doi.org/10.32996/ijels.2021.3.10.2.
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A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language. According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.
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Bosch, B. "Die Afrikaans van Engelssprekende universiteitstudente: intertaalperspektiewe." Literator 19, no. 2 (April 30, 1998): 13–30. http://dx.doi.org/10.4102/lit.v19i2.519.
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The Afrikaans of English-speaking university students: interlanguage perspectives This article examines the syntactic performance of English-speaking university students who are learning Afrikaans for academic purposes. The learners' errors are discussed within the theoretical framework of interlanguage, and special attention is given to the analysis and explanation of these errors. Finally, the advantages and practical implications of teaching Afrikaans to English-speaking university students within a contrastive interlanguage paradigm are discussed.
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Ford, Kevin. "Interlanguage, Simplified English and Two-Word Structures." English Language Teaching and Linguistics Studies 4, no. 1 (February 28, 2022): p46. http://dx.doi.org/10.22158/eltls.v4n1p46.
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English is widely used as a Second Language. Papua New Guinea (PNG) in the 1990s (during my residence) had a population of approximately 4 million people who used slightly more than 800 languages. Many PNG people, through exogamy, have both a mother and a father language; they use Tok Pisin (a major dialect of Neo-Melanesian Creole English) for everyday communication outside their neighbourhood group; and they use English officially and for schooling. They are expert multilinguals. India is a vast, multilingual country with 427 languages, with English used officially and for education, and it is geographically remote from PNG. Both peoples were found to simplify English in similar ways, as an aid to learning the language, specifically by these means: - rule-generalization (disregarding exceptions)- giving a regular semantic basis to the prepositions (in, into, for, on, etc.),which have a basis in regularity with reference to location, direction and time, but are, overall, highly irregular in Standard English (SE)- reducing the system of article determiners (the, a, zero) to the zero option- exploiting the use of two-word verb+preposition and verb+noun combinations like play up, play down, and do banking, do repairs, make_progress.This congruence implies systematic processes and a universal basis, suggesting that other learners could profit from this approach, with the further implication that this type of English is a true interlanguage.
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Maryana, Lestari Kelik. "PERMEABILITY OF INTERLANGUAGE SYSTEM: A CASE STUDY OF STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE AT SMP MUHAMMADIYAH 5 SURAKARTA." Jurnal Penelitian Humaniora 17, no. 1 (August 14, 2016): 41. http://dx.doi.org/10.23917/humaniora.v17i1.2350.
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The research deals with permeability of students’ interlanguage system that reflects in students’ composition of SMP Muhammadiyah 5 Surakarta. The aims of the research are (1) to describe what the types of permeability, (2) to describe the sourceof the influence in students’ IL system, and (3) to describe the influence frequency of students’ IL system. The type of this research is qualitative research. The data of this research are erroneous sentences found in the students’ compositions. The method of collecting data is elicitation and document analysis. The writer uses descriptive analysis by Celce Marcia and a modified framework of Error Analysis by Shridar a technique for analyzing data. The results indicate that (1) the permeability is found atthe level of morphology and syntax, (2) the source of the influence is students’ mother tongue (Indonesian) and target language (English), (3) the influence frequency of the mother tongue to students’ interlanguage system is 48% and of the target languageto the students’ interlanguage system is 52%. The conclusion is that the learners’ interlanguage is open to to influence from the outside and influence from the inside language system. It progressively approaches the target language as a result oflearners’ attempt on constructing a new linguistic system.
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Ambjørn, Lone. "Computermediets differentieringspotentiale i sproglig læring belyst ud fra en procesorienteret synsvinkel." HERMES - Journal of Language and Communication in Business 16, no. 30 (March 3, 2017): 13. http://dx.doi.org/10.7146/hjlcb.v16i30.25714.
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The main point of this article is to demonstrate that the existence of the computer-medium within L21 learning and acquisition is justified by its potential of differentiation. In order to make the optimum use of this potential, it is necessary to design syllabi based on L2 research and theories of language learning acquisition. Taking as a starting point the learner’s interlanguage development, I am introducing a model of L2 learning and acquisition, a model based on input as well as on output. The strong point in having this model is that you can use it for computer-assisted language learning, and in this way you can contribute to the implementation of differentiated syllabi that take into account the psycholinguistic processes that characterize interlanguage development.
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Wei, Longxing. "Bilingual Complex Abstract Lexical Structure and Its Relevance to Interlanguage Studies." English Language Teaching and Linguistics Studies 5, no. 2 (May 17, 2023): p162. http://dx.doi.org/10.22158/eltls.v5n2p162.
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This study adopts two assumptions about abstract lexical structure. One is that lexical structure is modular: lexical information is organized into subsystems pointing to different levels of linguistic structure, and parts of lexical structure can be split and recombined. The other concerns the sources of morphemes actually occurring in surface strings. As commonly recognized, abstract lexical structure contains three levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. This study argues that abstract lexical structure becomes “complex” because the bilingual mental lexicon contains lemmas (i.e., abstract entries about lexemes) from different sources, such as learners’ first language, their target language, and their interlanguage. By adopting a multi-layered speech production model (Levelt, 1989; Myers-Scotton & Jake, 2001; Wei, 2002, 2015, 2020), it further argues that different types of morphemes are accessed at different levels of language production, resulting in different degrees of learning difficulty (an implicational hierarchy of second language morpheme acquisition) and different types of learner errors in interlanguage production. The typical instances of learner errors for the study are collected from interlanguage performance by adult second language learners with various first language backgrounds. This study aims to explore the nature of the bilingual mental lexicon and mechanisms of interlanguage development.
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Austin, Heather M. "Analyzing Learner Language to Better Understand Errors: A Case Study with Turkish Learners of English." International Journal of English Language Teaching 5, no. 1 (December 5, 2017): 9. http://dx.doi.org/10.5430/ijelt.v5n1p9.
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Analyzing the errors of students’ learner language (interlanguage) can help language instructors to not only betterunderstand why the errors may be occurring, but also provide them with insight on how to better guide learners intheir L2 learning. In this paper, the learner language of two Turkish students of English was analyzed regarding thethird person singular –s inflection and interaction strategies. The author met with each student three times and speechdata was collected during these meetings. An error and interlanguage analysis was then conducted. Reflecting onthese types of analyses can be a very enlightening process in a teacher’s continuing education. Various implicationsarise, such as more objectivity in approaching student errors, creating better learning opportunities in the classroom,as well as having a better indication of where students are at in their own second language acquisition process.
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Florou, Katerina. "Learner Translator Corpus: Italogreco or Another Way to Confirm Teachers’ Intuitions." Journal of Education and Learning 8, no. 5 (September 19, 2019): 75. http://dx.doi.org/10.5539/jel.v8n5p75.
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This paper describes a project developed within an ongoing study at the University of Athens. In our previous studies we analyzed the errors of Greek learners of Italian language, using Learner Corpora evidence and we retrieved useful information about their interlanguage and its interaction to the language learning process. In this study we assume interlanguage is a tool that can help us to distinguish the language errors from the translation errors and identify the most frequent errors and the causes. For this reason, we focus on specific linguistic areas and we examine a learner translator Corpus. The results are interestingly different from the ones that a language teacher would expect.
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Karadjunkova, Magdalena. "The concept of Interlanguage from the perspective of Spanish Applied Linguistics." Yearbook of the Department of Foreign Languages and Cultures 2 (June 16, 2020): 210–20. http://dx.doi.org/10.33919/flcy.19.2.13.
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The article outlines the concept INTERLANGUAGE as developed by Larry Selinker and Pit Corder last century. Defined as a complex system, the phenomenon of Interlanguage needs to be taken into consideration both by specialists in foreign language teaching who research the area of linguistics, and by teachers. Then contributions to the topic by Spanish speaking specialists are described with a view of the specifics of learning Spanish.
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Kasper, Gabriele, and Kenneth R. Rose. "PRAGMATICS AND SLA." Annual Review of Applied Linguistics 19 (January 1999): 81–104. http://dx.doi.org/10.1017/s0267190599190056.
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Pragmatics has two roles in SLA: It acts as a constraint on linguistic forms and their acquisition, and it represents a type of communicative knowledge and object of L2 learning in its own right. The first role of pragmatics is evident in functionalist (Tomlin 1990) and interactionist (Long 1996) views of SLA. The second role puts pragmatics on a par with morphosyntax, lexis, and phonology in that inquiry focuses on learners' knowledge, use, and acquisition of L2 pragmatics. It is the latter sense of “pragmatics and SLA” that is the focus of this paper. In analogy with other areas of specialization within SLA—interlanguage syntax, interlanguage lexis, and so forth—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge is referred to as interlanguage pragmatics.
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Pinto, Derrin. "The acquisition of requests by second language learners of Spanish." Spanish in Context 2, no. 1 (April 15, 2005): 1–27. http://dx.doi.org/10.1075/sic.2.1.01pin.
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This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.
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Yuan, Man, and Wei Cheng. "The Acquisition of English Lexical Stress by Chinese-speaking Learners: An OT Account." English Language Teaching 10, no. 7 (June 8, 2017): 140. http://dx.doi.org/10.5539/elt.v10n7p140.
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Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners of English and nine native English controls, who read aloud 12 types of nonce English nouns. The results showed that the Chinese participants were able to place stress correctly in two-syllable words and three-syllable words with a heavy penultimate syllable. However, irregularity was observed in three-syllable words with a light penultimate syllable, particularly H(eavy)L(ow)L(ow). The results are further interpreted in Optimality Theory. It is argued that the learners’ interlanguage grammar is both negatively and positively influenced by their native language. The constraint only active in Chinese causes the interlanguage to be non-nativelike. By contrast, the shared active constraints facilitate learning. Moreover, the emergence of the constraints in the interlanguage grammar which are inactive in Chinese but active in English provides evidence for the learners’ ability to restructure their interlanguage phonology.
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Kato-Yoshioka, Akiko. "Machiko Achiba, Learning to request in a second language: A study of child interlanguage pragmatics. Clevedon, UK: Multilingual Matters, 2003. Pp. xii, 223. HB £42.95/US $69.95/Can $99.95." Language in Society 33, no. 5 (November 2004): 780–83. http://dx.doi.org/10.1017/s0047404504245055.
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The question of “how second languages are learned” (Gass & Selinker 1994:1) is central to second language acquisition (SLA) research; however, although a number of longitudinal studies have been carried out examining second language (L2) grammatical development, very little attention has been devoted to L2 learners' development of pragmatic competence over time. As Achiba points out, the majority of previous studies on L2 (or interlanguage) pragmatics have observed the single-moment pragmatic realization of a group of L2 learners with similar proficiency levels and compared it with that of native speakers or L2 learners with different proficiency levels or first language (L1) backgrounds. The current paucity of knowledge regarding the developmental aspect of L2 pragmatic competence has led to calls for detailed longitudinal interlanguage pragmatic studies (cf. Kasper & Schmidt 1996, Kasper & Rose 1999). Achiba's study, which carefully observes the pragmatic development in English requestive realization of a seven-year-old Japanese girl over a period of 17 months, certainly meets these essential needs.
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Ni Luh Putu Sri Adnyani and Dewa Ayu Novi Kusumawardani. "Interlanguage Analysis on Speech Produced by EFL Learners." RETORIKA: Jurnal Ilmu Bahasa 6, no. 2 (October 29, 2020): 178–85. http://dx.doi.org/10.22225/jr.6.2.1727.178-185.
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Indonesian EFL Learners experience erroneous speech in the process of learning the target language. Interlanguage, the errors that contain linguistic features which neither belong to the first language (L1) nor the target language becomes the focus of this study. The study aims to analyze the native and target language influence on the interlanguage produced by the students in their speech production. This study was designed in qualitative research approach. The data was collected through interviewed of 20 eighth grade students in English using a guided interview technique that contains 15 questions. The oral responses produced by the students were recorded, identified, described, and explained. The results show that in the syntactic and lexicon levels, both native and target language influenced the students’ interlanguage production. Native language influence includes 1) the use of Indonesian syntactic pattern; 2) the use of Indonesian acronym; 3) the use of Indonesian words; 4) omission of –s in plural forms; 5) omission of to be; 6) subject deletion; and 7) the use of verbs. Target language influence is observed in overgeneralization of articles, the use of to be, and the overgeneralization of ending –ed in the past tense.
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Osman, Osman Hassan, Mahmoud Abuoaf, and Ahmed Hamed Al-Rahbi. "Interlanguage Theory Revisited: Implications for the Classroom." International Journal of Linguistics, Literature and Translation 5, no. 10 (October 3, 2022): 30–40. http://dx.doi.org/10.32996/ijllt.2022.5.10.4.
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The study aimed to investigate the development of learners’ interlanguage. It also tried to track the sources of the errors that they committed. To discover these errors, the researchers adopted a mixed methods approach. The findings revealed that the participants involved actively in learning the target language and their endeavors manifested all types of errors which may indicate that some of these errors are systematic and universal. The errors were classified according to their sources and their impact on students learning. The findings also revealed that the shortcomings of grammatical knowledge and the lack of exposure to the target language might have a negative impact on students’ interlanguage and the production of native-like competence. Some of the errors indicated that the mother tongue interferes, while other errors indicated interlingual and intralingual strategies effect and attempts of simplification and miss-use of grammatical rules. Some suggestions for further research and pedagogical implications were provided.