Chapter 3: Interlanguage Second Language Acquisition

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Interlanguage (Selinker, 1972) Definition

Internal system that a learner has constructed at a single point in time (I.e. an interlanguage)

Learners’ developing second language knowledge

Interlanguage

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key questions

What is the nature of the interlanguage continuum?

What processes are responsible for interlanguage construction?

What explanation is there for the fact that most learners do not achieve full target language competence?

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What is the nature of the interlanguage continuum/system? systematic

rapid change, consists of a series of overlapping grammars

complexification

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What process are responsible for interlanguage construction? language transfer

transfer of training strategies of L2 learning strategies of L2 communication overgeneralization

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Language transfer Characteristics of L1 Example:

*I very much like this book. …..

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Transfer of training Features created by the teacher or

textbook lead to acquisition with a non-native result

Example: Overemphasis of English progressive form

*I am admiring you.

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Overgeneralization Apply a linguistic rule to all kinds of

context Example:

Past tense –ed I walked to school. *I goed to school.

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Strategies of L2 learning Learners’ attempt to commit aspects of

L2 to memory Example:

Rote learning

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Strategies of communication Communication strategies are used

when L2 learners have difficulty expressing their meaning in L2

Example: Avoidance

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Interlanguage-revisited

System

Interlanguage rule 1

Interlanguage rule 2

Interlanguage rule 3

Interlanguage rule 4

Interlanguage rule 5

…….….

Process

Language transfer from L1

Transfer of training

Overgeneralization of perceived L2 pattern

Strategies of communication

Strategies of L2 learning

Output of interlanguage system

Actual production

and reception

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What explanation is there for the fact that most learners do not achieve full L2 competence?

fossilization

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fossilization Interlanguage patterns which seems

not change, even after extended exposure to or instruction in L2

Example: -s addition when the subject is 3rd person

and singular

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A computational model Input ‘black box’

Intake L2 knowledge

output

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Exercise It is said that L2 learner can achieve a

native-like proficiency, but never a full L2 proficiency. What explanations are there for the fact? Give two theories and examples to support your arguments.