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Journal articles on the topic 'Theory of interlanguage'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

SELINKER, L., and D. DOUGLAS. "Wrestling with 'Context' in Interlanguage Theory*." Applied Linguistics 6, no. 2 (1985): 190–204. http://dx.doi.org/10.1093/applin/6.2.190.

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Lenfle, Sylvain, and Jonas Söderlund. "Large-Scale Innovative Projects as Temporary Trading Zones: Toward an Interlanguage Theory." Organization Studies 40, no. 11 (2018): 1713–39. http://dx.doi.org/10.1177/0170840618789201.

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Large-scale innovative projects (LSIPs) play a central role in arranging for exploratory and strategic opportunity seeking that transcends organizational and disciplinary boundaries. This paper outlines a theory that addresses the two most salient characteristics of such organizations: their extreme task uniqueness and high degree of interdisciplinarity. Drawing on the work of Peter Galison and the case of the Radiation Laboratory project, we introduce the notion of LSIPs as ‘temporary trading zones’ and posit the centrality of ‘interlanguage creation’ for coordinating such projects. We demons

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Granger, Sylviane. "Contrastive interlanguage analysis." International Journal of Learner Corpus Research 1, no. 1 (2015): 7–24. http://dx.doi.org/10.1075/ijlcr.1.1.01gra.

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Since its introduction in 1996, Contrastive Interlanguage Analysis (CIA) has become a highly popular method in Learner Corpus Research. Its comparative design has made it possible to uncover a wide range of features distinctive of learner language and assess their degree of generalizability across learner populations. At the same time, however, the method has drawn criticism on several fronts. The purpose of this article is threefold: to provide a brief overview of CIA research, to discuss the main criticisms the method has faced in recent years and to present a revised model, CIA², which make

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Tarone, Elaine. "STILL WRESTLING WITH ‘CONTEXT’ IN INTERLANGUAGE THEORY." Annual Review of Applied Linguistics 20 (January 2000): 182–98. http://dx.doi.org/10.1017/s0267190500200111.

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One of the most intractable issues in the field of second-language acquisition (SLA) research has been the attempt to identify the role of social context in influencing (or not) the process of acquisition of a second language. The central question has been whether a theory of SLA must account only for the psycholinguistic processes involved in acquiring an interlanguage (IL), or, alternatively, whether social and sociolinguistic factors influence those psycho-linguistic processes to such an extent that they too must be included in such a theory. It seems very clear that SLA is a psycholinguist

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Major, Roy C. "INTERLANGUAGE PHONETICS AND PHONOLOGY." Studies in Second Language Acquisition 20, no. 2 (1998): 131–37. http://dx.doi.org/10.1017/s0272263198002010.

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This thematic issue explores various aspects of interlanguage phonetics and phonology and their relationship to general linguistic theory. Research in interlanguage syntax and recently in discourse and pragmatics has been quite prolific; however, research in interlanguage phonetics and phonology has produced far fewer studies. Of the nearly 200 articles published in Studies in Second Language Acquisition (SSLA) during the last 10 years, only about a dozen focus on phonetics and phonology. This thematic issue is intended to fill some of this gap.

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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 (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 relations

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Kasper, Gabriele. "Introduction: Interlanguage Pragmatics in SLA." Studies in Second Language Acquisition 18, no. 2 (1996): 145–48. http://dx.doi.org/10.1017/s0272263100014856.

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Interlanguage pragmatics—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge—has hovered on the fringes of SLA research thus far. In theories of 12 acquisition, pragmatics may figure as a constraint on syntactic knowledge, for instance, but pragmatics is not usually recognized as a knowledge component whose development deserves theoretical consideration in its own right. There is thus a tension between SLA as a theoretical (in the sense of “nonapplied”) discipline and the theory and practice of second or foreign language pedagogy. In theories of communicative compete

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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 (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 acq

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Bosch, B. "Die Afrikaans van Engelssprekende universiteitstudente: intertaalperspektiewe." Literator 19, no. 2 (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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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 (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 fro

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Dekydtspotter, Laurent. "The Universal Parser and interlanguage: domain-specific mental organization in the comprehension of combien interrogatives in English-French interlanguage." Second Language Research 17, no. 2 (2001): 91–143. http://dx.doi.org/10.1177/026765830101700201.

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From the perspective of Fodor’s (1983) theory of mental organization and Chomsky’s (1995) Minimalist theory of grammar, I consider constraints on the interpretation of French-type and English-type cardinality interrogatives in the task of sentence comprehension, as a function of a universal parsing algorithm (Universal Parser) and hypotheses embodied in a French-type vs. English-type functional lexicon respectively. I argue on the basis of the interpretation of cardinality interrogatives in English-French interlanguage that second language comprehension appears to require this view of mental o

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柳京子. "The Study of Second Language Acquisition theory -about the Interlanguage-." Journal of Japanese Culture ll, no. 34 (2007): 45–58. http://dx.doi.org/10.21481/jbunka..34.200708.45.

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Peng, Ren Zhong. "A Comprehensive Evaluation on Chinas EFL Learners' Interlanguage Fossilization Based on Fuzzy Sets." Applied Mechanics and Materials 195-196 (August 2012): 968–73. http://dx.doi.org/10.4028/www.scientific.net/amm.195-196.968.

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The term fossilization first appeared almost 40 years ago. But the previous studies remains to be lack of the overall scientific and systematic evaluation on fossilization. This study intends to construct the evaluation index system and evaluation model on fossilization more completely, systematically, scientifically and practically, based on the theory of fuzzy sets and fossilization theory. Firstly, a seminar is held with Chinas 90 college English teachers to evaluate the importance of each index. Then, the quantified evaluation model based on the fuzzy sets is constructed and developed to t

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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 (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

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LYSTER, ROY. "Research on form-focused instruction in immersion classrooms: implications for theory and practice." Journal of French Language Studies 14, no. 3 (2004): 321–41. http://dx.doi.org/10.1017/s0959269504001826.

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This article presents a comparative analysis of five quasi-experimental studies involving close to 1,200 students, ranging in age from 7 to 14, in 49 French immersion classrooms in Canada – a content-based instructional context where learners develop high levels of communicative ability yet demonstrate a levelling-off effect in their grammatical development. The studies investigated the effects of form-focused instruction on four areas known to be difficult for anglophone learners of French: perfect vs. imperfect past tense, conditional mood, second-person pronouns and grammatical gender. Find

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Wakabayashi, Shigenori. "The nature of interlanguage: SLA of English reflexives." Second Language Research 12, no. 3 (1996): 266–303. http://dx.doi.org/10.1177/026765839601200302.

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This article examines experimental data of SLA of English reflexives. A carefully designed experiment to tap syntactic constraints of interlanguage grammar and the consideration of the consistency of responses of individual subjects reveal the systematicity of interlanguage grammar much more explicitly than previous studies. Of subjects' behaviour, 95% perfectly matches the sanctions of parameter values suggested in Wexler and Manzini's (1987) Governing Category Parameter and Proper Antecedent Parameter. However, re-examined in the light of the alternative hypotheses in the Binding Theory sinc

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Saric, Antonija. "Developmental Patterns in the Interlanguage Research." European Journal of Social Sciences Education and Research 6, no. 2 (2016): 242. http://dx.doi.org/10.26417/ejser.v6i2.p242-255.

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Interlanguage, defined as a dynamic language system created by the second language learners, can be studied by observing how the language of the learner develops over time. It is argued that interlanguage develops in a regular, predictable way. The regularity of interlanguage development can be confirmed by studying the order or the sequence of the acquisition of a certain structure. The former is studied by choosing one of the grammatical structures (i.e. plural-s), followed by collecting interlanguage samples to determine how often a certain structure is used and finally ranking the structur

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Mustakim, Mustakim, and Nurisan Lateh. "Multicultural Education in Interlanguage English Textbooks for Senior High School Students in Maroangin." MAJESTY JOURNAL 2, no. 1 (2020): 10–19. http://dx.doi.org/10.33487/majesty.v2i1.320.

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This study aims: (1) to describe and explain the multicultural education content in Interlanguage English textbooks of senior high school level, and (2) to describe and explain the quality of the multicultural education content in Interlanguage English textbooks of senior high school level. The form of this research was descriptive qualitative. The data sources in this study were Interlanguage English textbooks of senior high school in Maroangin and informants, namely the authors of the books analyzed. Data collection techniques using content analysis techniques, questionnaires, and in-depth i

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Thompson, Amy S. "Se in the interlanguage of Portuguese speakers." Spanish in Context 9, no. 3 (2012): 369–99. http://dx.doi.org/10.1075/sic.9.3.01tho.

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The struggle of L1 English learners of Spanish with the clitic se has been documented (Montrul, 2000; Toth, 2000; Zyzik, 2006), but there have not been studies to document the use of the Spanish se by L1 Portuguese speakers. Although Portuguese is structurally similar to Spanish in many ways, including the existence of se, this clitic has subtle usage differences in the two languages. In Spanish, Whitley (2002) and Zyzik (2006) have identified seven different categories of se; Portuguese has fewer uses and applies it less frequently (Azevedo, 2005; Cunha &Cintra, 2001; Scherre, 2005). The

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Pavličević-Franić, Dunja, and Katarina Aladrović Slovaček. "Development of communicative competence among plurilingual students in monolingual croatian language practice." Journal for Foreign Languages 2, no. 1-2 (2010): 175–92. http://dx.doi.org/10.4312/vestnik.2.175-192.

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When starting school pupils begin to adopt the standard Croatian language (non dominant L2), which in some regions differs from the native idioms (dominant L1). In this situation the interlanguage field is created and most students become vertically plurilingual, i.e. the interweaving of different language codes is ref lected in monolingual school practice.In this research the greatest attention has been paid to the cognitivelinguistic para digm and the constructivist theory, within which the stimulus theory and error theory have proven to be an extremely purposeful part of the learning proces

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Paquot, Magali. "The phraseological dimension in interlanguage complexity research." Second Language Research 35, no. 1 (2017): 121–45. http://dx.doi.org/10.1177/0267658317694221.

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This article reports on the first results of a large-scale research programme that aims to define and circumscribe the construct of phraseological complexity and to theoretically and empirically demonstrate its relevance for second language theory. Within this broad agenda, the study has two main objectives. First, it investigates to what extent measures of phraseological complexity can be used to describe second language (L2) performance at different proficiency levels. Second, it compares measures of phraseological complexity with traditional measures of syntactic and lexical complexity. Var

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Hsy, Jonathan. "Linguistic entrapment: Interlanguage, bivernacularity, and life across tongues." postmedieval 9, no. 2 (2018): 196–208. http://dx.doi.org/10.1057/s41280-018-0081-7.

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23

Uneke Enyi, Amaechi, and Chiekpezie Edwin Orji. "Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms." International Journal of Applied Linguistics and English Literature 8, no. 4 (2019): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.19.

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In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Fore

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Al-Tameemi (MA), Tahani Awad Jasim. "Markedness Theory and Conditional Clauses: An Interlanguage Developmental Study of Iraqi EFL Learners." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 220, no. 1 (2017): 43–58. http://dx.doi.org/10.36473/ujhss.v220i1.468.

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This study investigates how the linguistic factor of markedness theory affects Iraqi EFL Learners’ acquisition order of English conditional clauses.Three research questions are formulated to achieve the aim of this study, and these are; (i) How do Iraqi EFL learners acquire the syntactic structure of conditional clauses?, (ii) In what ways the developmental route followed by Iraqi EFL learners is similar to or different from that followed by English learners of other linguistic backgrounds?, and (iii) What is the role of markedness theory in the acquisition of conditional clauses by Iraqi EFL

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Pinto, Derrin. "The acquisition of requests by second language learners of Spanish." Spanish in Context 2, no. 1 (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, bu

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Yuan, Boping. "INTERLANGUAGE AND LEARNABILITY: FROM CHINESE TO ENGLISH.Virginia Yip. Amsterdam: Benjamins, 1995. Pp. xvi + 247. $65.00 cloth." Studies in Second Language Acquisition 19, no. 4 (1997): 513–14. http://dx.doi.org/10.1017/s0272263197244050.

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Interlanguage and Learnability, the published version of Yip's doctoral dissertation, examines some salient aspects of Chinese speakers' English Interlanguage (CIL) with insights from the Principles and Parameters Theory and research in language typology. On the basis of the Subset Principle and the notion of preemption, the book addresses learnability questions of how the second language learner progresses or fails to progress in the acquisition of English. The author has presented the book carefully and logically with the goal of readability in mind, which makes the book accessible to an aud

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Roszko, Danuta. "Semantic contrastive linguistics theory and dialectological studies." Cognitive Studies | Études cognitives, no. 12 (November 24, 2015): 79–92. http://dx.doi.org/10.11649/cs.2012.006.

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Semantic contrastive linguistics theory and dialectological studiesTheoretical contrastive studies (hereinafter referred to as TCS) emerged with a view to compare and contrast natural languages on the basis of a logical interlanguage. The idea of making the TCS guidelines available to science resulted in discontinuing the division into the original language and the target language when comparing and contrasting two (or more languages), and at the same time, terminating the dependence of the resulting material (i.e. form indexes in the target language) on the formal structures in the original l

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Eckman, Fred R. "On evaluating arguments for special nativism in second language acquisition theory." Second Language Research 12, no. 4 (1996): 398–419. http://dx.doi.org/10.1177/026765839601200404.

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This article attempts to evaluate several arguments that have been put forth in favour of special nativism in SLA. Specifically, the cases for each of the following claims are considered: 1) that Universal Grammar (UG) being implicated in L2 acquisition is the null hypothesis; 2) that any theory of SLA necessarily needs a theory of grammar; and 3) that showing that interlanguage grammars are underdetermined by the available input implies that UG must be accessible in L2 learning. In each case, it is argued that the arguments for special nativism are not compelling, and that it is therefore rea

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Eckman, Fred R., and Gregory K. Iverson. "Sonority and markedness among onset clusters in the interlanguage of ESL learners." Second Language Research 9, no. 3 (1993): 234–52. http://dx.doi.org/10.1177/026765839300900302.

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This paper is intended as a contribution to an evergrowing body of literature on the role played by principles and parameters of Universal Grammar in second-language acquisition theory. A recent paper by Broselow and Finer (1991) proposes that markedness as defined in terms of the multivalued Minimal Sonority Distance (MSD) parameter is definitive in their subjects' knowledge of certain consonant clusters in syllable onsets. This parameter provides for the characterization of the various types of consonant clusters allowed in the onsets of syllables in different languages. The object of Brosel

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Suherman, Rudi, Lia Maulia Indrayani, and Ekaning Krisnawati. "Portraying the English Morphological Development of Indonesian-English Interlanguage Learners." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 83. http://dx.doi.org/10.21093/ijeltal.v5i1.583.

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The study intends to see the interlanguage morphological structure observed in communicative tasks of ten Indonesian learners of English as a Foreign Language. To achieve this purpose, Qualitative method with quantified data is employed in this study embracing the cross-sectional approach. The data are taken from the utterances produced by 10 (ten) L2 learners who performed three different communicative tasks; semi-structure interviews, 5 picture descriptions, 2 spot differences. The researcher found 356 English morphological structures produced by the learners, and 66 of them are analysed as

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Kenkel, James, and Robert Yates. "The Interlanguage Grammar of Information Management in L1 and L2 Developing Writing." Written Communication 26, no. 4 (2009): 392–416. http://dx.doi.org/10.1177/0741088309341258.

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Mohd, Jamila, Jamaluddin Aziz, and Talaibek Musaev. "The Interlanguage Pragmatics of Japanese Daily Greetings by Malaysian Learners." GEMA Online® Journal of Language Studies 20, no. 4 (2020): 113–29. http://dx.doi.org/10.17576/gema-2020-2004-07.

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Selinker, Larry, Dae-Eun Kim, and Shoba Bandi-Rao. "Linguistic structure with processing in second language research: is a ‘unified theory’ possible?" Second Language Research 20, no. 1 (2004): 77–94. http://dx.doi.org/10.1191/0267658304sr231oa.

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We investigate a unique attempt at working out a unified theory of second language acquisition (SLA), Carroll’s ‘Autonomous Induction Theory’. This theory integrates SLA traditions that often ignore each other and adds a learning theory where novel information gets created to resolve learning problems. Cognitive universals, modularity theory, universal grammar, inductive learning, initiation of learning, working and long-term memory, top-down and bottom-up processing, input, errors, correction and feedback, language transfer, fossilization, restructuring of interlanguage are amongst the concep

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Liceras, Juana M. "The value of clitics in non-native Spanish." Interlanguage studies bulletin (Utrecht) 1, no. 2 (1985): 151–68. http://dx.doi.org/10.1177/026765838500100203.

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One of the tasks of second language acquisition research is to determine the ‘linguistic’ nature of interlanguage systems. To achieve this goal it is mandatory to formulate the properties of learners' grammars in terms of the theoretical constructs proposed by linguistic theory. I have proposed elsewhere (Liceras, 1985) that, permeability, one of those properties, is related to parameter setting. In this paper, it is hypothesized that the location of a given process in the different components of the grammar may also be relevant in the determination of permeability. In the light of conflicting

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Jordens, Peter. "The acquisition of word order in Dutch and German as L1 and L2." Interlanguage studies bulletin (Utrecht) 4, no. 1 (1988): 41–65. http://dx.doi.org/10.1177/026765838800400103.

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In a recent paper, Clahsen and Muysken (1986) argue that children acquiring German as their first language have access to the 'move alpha' matrix when constructing a grammar for German. This should explain why children have SOV base order and the rule of verb-fronting from the very beginning. In this paper, it is argued that children's OV utterances cannot be related trans formationally to VO utterances. Initially, children acquire OV and VO with different sets of verbs.Clahsen and Muysken (1986) also claim that interlanguage rules of adult L2 learners are not definable in linguistic theory. D

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Xu, Qi. "Application of Learner Corpora to Second Language Learning and Teaching: An Overview." English Language Teaching 9, no. 8 (2016): 46. http://dx.doi.org/10.5539/elt.v9n8p46.

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<p>The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at la

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Mahmood, Ayad Hameed, and Ibrahim Mohammed Ali Murad. "Approaching the Language of the Second Language Learner: Interlanguage and the Models Before." English Language Teaching 11, no. 10 (2018): 95. http://dx.doi.org/10.5539/elt.v11n10p95.

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The present paper attempts to provide a critical evaluation of the most prominent pedagogical models that have dealt with the language of the second language (L2) learner starting from the second half of the 20th century. The three most influential approaches in the domain are investigated in this study: contrastive analysis (CA), error analysis (EA), and interlanguage (IL). Each of these models is tackled in terms of its beginning, psychological background, essential tenets, mechanism, and its pedagogical value. Prominently, this work is aimed at teasing apart the confusion that surrounds the

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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 technolo

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Conroy, Mark A., and Inés Antón-Méndez. "A preposition is something you can end a sentence with: Learning English stranded prepositions through structural priming." Second Language Research 31, no. 2 (2014): 211–37. http://dx.doi.org/10.1177/0267658314555945.

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This study investigated whether second language (L2) learners of English could learn to produce stranded prepositions through structural priming. Structural priming is the tendency for speakers to repeat the structure of previously experienced sentences, without intention or conscious awareness of such behaviour, and is thought to be associated with implicit learning of syntactic structure. The syntactic structure chosen for this study was the stranded preposition in English relative clauses, a structure which is known to be difficult for L2 learners to acquire, and which is often replaced by

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Douglas, Dan, and Larry Selinker. "Principles for language tests within the 'discourse domains' theory of interlanguage: research, test construction and interpretation." Language Testing 2, no. 2 (1985): 205–26. http://dx.doi.org/10.1177/026553228500200208.

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Schwartz, Bonnie D., and Magda Gubala-Ryzak. "Learnability and grammar reorganization in L2A: against negative evidence causing the unlearning of verb movement." Interlanguage studies bulletin (Utrecht) 8, no. 1 (1992): 1–38. http://dx.doi.org/10.1177/026765839200800102.

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This paper reassesses the role of Negative Evidence (NE) in nonnative language acquisition. We argue that the grammar-building process cannot make use of NE to restructure (Interlanguage) grammars - irrespective of logical need. The empirical basis comes from White's (1991a; 1991b) study of French speakers acquiring English, where the 'Verb Movement' parameter and the particular learnability problem of 'unlearning' thematic Verb- movement were the focus. The L2ers start off assuming the L1 value of [+] Verb-movement, thus incorrectly allowing the order S V Adv O in English, and the issue is wh

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Fauziati, Endang, Hartati Widiastuti, and Hanif Maghfur Darussalam. "Code Switching as Interlanguage Communication Strategy by Indonesian EFL Learners." Ranah: Jurnal Kajian Bahasa 9, no. 2 (2020): 301. http://dx.doi.org/10.26499/rnh.v9i2.2950.

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This study was aimed at exploring the use of code switching (CS) as interlanguage communication strategy by EFL students when they were communicating in English. Particularly, this study tried to describe the patterns of CS as communication strategy and factors that contributed to the use of the CS as communication strategy by the EFL learners. It was a qualitative research using 30 students of one of Junior High School in Surakarta as research subjects. The data were collected through elicitation technique in which the research subjects were given a task to describe a cartoon. Their utterance

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Dewaele, Jean-Marc, and Daniel Véronique. "Gender assignment and gender agreement in advanced French interlanguage: a cross-sectional study." Bilingualism: Language and Cognition 4, no. 3 (2001): 275–97. http://dx.doi.org/10.1017/s136672890100044x.

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An analysis of 519 gender errors (out of 9,378 modifiers) in the advanced French interlanguage of 27 Dutch L1 speakers confirms earlier findings that gender assignment and/or agreement remain problematic for learners at all levels. A hypothesis derived from Pienemann's Processability Theory (1998a) that accuracy rates would be higher for gender agreement in structures involving no exchange of grammatical information between constituents was not confirmed. The analysis of interindividual and intra-individual variation in gender accuracy rates revealed effects from avoidance and generalisation s

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Foster-Cohen, Susan H. "Making the most of MOGUL: Reflections on interlanguage in childhood language disorders." International Review of Applied Linguistics in Language Teaching 55, no. 4 (2017): 349–64. http://dx.doi.org/10.1515/iral-2017-0148.

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Abstract Interlanguage is a concept that is manifest in any trajectory of language change in a learner: typical first language, second language or language disorder. To understand those trajectories we need a rich psychological model of what creates them. This paper applies one such model–Sharwood Smith and Truscott’s Modular On-Line Growth and Use of Language model (MOGUL)–to childhood developmental language disorders, and suggests that the model’s components of language processing and their interaction shed significant light on why children with a wide range of different language disorders e

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Poluzhyn, Ivan. "COMPARATIVE AND CONFRONTATION APPROACH TO THE ANALYSIS OF INTERLANGUAGE PHRASEOLOGICAL CORRELATIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 60–63. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-60-63.

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The article deals with the fact of late comparative and confrontation studies in the field of phraseology combine in themselves the whole complicated complex of culture and psychology of ethnos, f unique way of its figurative thinking. Therefore the problems of sphere search, points of different language contacts, their phraseological stocks provokes a significant interest of linguists today and envisages the necessity of a detailed description of both universal and individual possibilities of phrase functioning. The article accentuates the indisputable fact a comparative and confrontation met

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Nurohmah, Hety. "ANALISIS TEKNIK TERJEMAHAN FOLKLOR SUNDA ‘TALAGA WARNA’ (Transformasi Antarbahasa: Bahasa Indonesia – Jepang)." IZUMI 5, no. 2 (2017): 10. http://dx.doi.org/10.14710/izumi.5.2.10-16.

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[Title: English translation of Sundanesse folklore 'Talaga Warna' (Interlanguage Transformation: Indonesian – Japanese)] This study reviews translated text of Sunda’s folklore entitled ‘Talaga Warna’ that has translated from Indonesian into Japanese. The object of this study was analyzed by using method of translation techniques according to Moentaha’s theory (2016). The results of this study are description of translation techniques that used in translation process of folklore Sunda 'Talaga Warna' . Translation techniques were using replacement techniques words into clauses, replacement of le

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Amaral, Luiz, and Tom Roeper. "Multiple Grammars and Second Language Representation." Second Language Research 30, no. 1 (2014): 3–36. http://dx.doi.org/10.1177/0267658313519017.

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This paper presents an extension of the Multiple Grammars Theory (Roeper, 1999) to provide a formal mechanism that can serve as a generative-based alternative to current descriptive models of interlanguage. The theory extends historical work by Kroch and Taylor (1997), and has been taken into a computational direction by Yang (2003). The proposal is based on the idea that any human grammar readily accommodates sets of rules in sub-grammars that can seem (apparently) contradictory. We discuss the rationale behind this proposal and establish a dialogue with recent research in SLA, multilingualis

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Gassin, June. "Interkinesics and interprosodics in second language acquisition." Australian Review of Applied Linguistics 15, no. 1 (1992): 95–106. http://dx.doi.org/10.1075/aral.15.1.06gas.

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This paper assumes the unified nature of language behaviour including verbal, kinesic and prosodic forms. In the light of this, it proposes that Interlanguage Theory should be expanded to include kinesic and prosodic modes of behaviour. It presents the hypothesis that the acquisition of second language kinesic and prosodic forms takes place in a similar fashion to acquisition of second language verbal forms acquisition is developmental; it is subject to mother tongue interference; it can undergo fossilization. It is further hypothesised that fossilization in kinesic and prosodic forms may have

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Koseska-Toszewa, Violetta. "Wielotomowa gramatyka konfrontatywna języka bułgarskiego i polskiego." Slavia Meridionalis 10 (August 31, 2015): 151–67. http://dx.doi.org/10.11649/sm.2010.012.

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Multi-volume Polish-Bulgarian Confrontative GrammarPolish-Bulgarian Confrontative Grammar (GKBP) is the first and so far the only expanded attempt to make the semantic confrontation with the gradually developed interlanguage. GKBP consists of 9 volumes which were published in 12 volumen. It was decided to arrange the description of Polish-Bulgarian confrontative grammar in the direction from the contents to the form. The semantic interlanguage enabled the emergence of two equivalent grammars: the grammar of the modern Bulgarian language and the grammar of the modern Polish language. The analys

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Hamilton, Robert. "Underdetermined binding of reflexives by adult Japanese-speaking learners of English." Second Language Research 14, no. 3 (1998): 292–320. http://dx.doi.org/10.1191/026765898677094899.

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In this article I report on an experimental study of the acquisition of English reflexives by adult Japanese-speaking learners of English. I argue that, consonant with a review of previous studies on binding in second language (L2) acquisition, the results of my experiment yield no evidence of an interlanguage grammar that is illicit with respect to Universal Grammar (UG).Moreover, I argue that a particular asymmetry in the nonlocal binding of English reflexives exhibited by the learners in this study is underdetermined with respect to both the L2 English input and learners' L1 Japanese compet

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