Main points of Interlanguage, Krashen, and Universal

Grammar

What is Interlanguage (IL)?¨ Larry Selinker (1972)¨ Intermediate states (or intermediate

grammars) of a learner’s language as it moves toward the target L2.

¨ Creative process, driven by inner forces and interaction, and influenced by L1 and input from the target language.

Characteristics of Interlanguage¨ Systematic (governed by rules and by

students’ L1)¨ Dynamic (changes frequently)¨ Variable (based on context and situation)¨ Reduced system (form)- the interlanguage

is less complex grammatically in form¨ Reduced system (function)- used for a

smaller range of communicative needs.

Differences in IL in L2 and L1¨ Language transfer¨ How the L2 is taught.¨ How learners approach learning L2.¨ Ways that learners try to communicate with

others in L2.¨ Overgeneralization (rules are applied to

broadly).

Fossilization¨ Cease learning a language before they reach

target language norms.¨ This happens despite students receive L2

input and passage of time.¨ More likely to happen among older L2

learners.¨ Also depends on social identity and need to

communicate

Issues with Fossilization

Should individuals be considered “fossilized” if…

¨ They retain a foreign accent despite being fluent in the language?

¨ The students don’t want to “sound native”

Should “progress” be measured against native-speaker norms?

Monitor Model (Krashen)¨ Language Acquisition Device (LAD)-

children’s innate knowledge and language.¨ Collection of five hypotheses which have

major claims and assumptions about learning a language

Krashen’s Five Hypotheses¨ Acquisition-learning¨ Monitor¨ Natural Order¨ Input¨ Affective filter

Acquisition Learning

What is the difference between acquisition and learning?

Acquisition- subconscious learning, not aware; involves the LAD

Learning- conscious; what happens in the classroom.

Monitor

What is “learned” is available only as a monitor, for purposes of editing or making changes in what has already been produced.

Natural Order

Acquire the rules of language in a predictable order.

Affective Filter¨ How one feels about the learning process.

Conscious learning is taking place.¨ Input may not be processed if this is “up”. ¨ “Lower their affective filter”

Universal Grammar (UG)¨ Noam Chomsky¨ Language Acquisition is based on linguistic

competence (what learners know about the language) not on the use of the language.

¨ This knowledge is deeper than the input students get. (“Innate”)

Innate Knowledge¨ Competency in L1 come from the innate

knowledge that all students possess.¨ Knowledge is also based on what all

languages have.¨ Innate knowledge= language faculty

(physically represented in the brain)

Innate Knowledge¨ Children already have a rich system of

knowledge that they bring when are they learning L1.

¨ They are not learning UG; UG is present at birth, but this capacity is awaken with input.

¨ But, does this knowledge apply to individuals who are learning additional languages beyond childhood?

Principles and Parameters¨ Principles= the properties that ALL

languages possess.¨ Parameters= variation amongst the different

languages.

¨ Children are able to interpret the input they receive and out comes the appropriate grammar.

UG and L2¨ What is the initial state in L2? (Starting

point)¨ What is the nature of interlanguage and how

does it change over time?¨ What is the final state in SLA?

Initial State¨ Learners already have knowledge of L1

when L2 acquisition begins.¨ L1 knowledge is transferred, but what

transfers and what to degree depends on:-Any similarities between L1 and L2?-Why and how the person is learning L2?

Initial State (continued)¨ When L1 and L2 settings are the same,

positive transfer happens.¨ When L1 and L2 settings are different,

negative transfer or interference occurs.

Final State¨ All learners may not have the same degree

of access to UG.¨ Different relationships between L1 and L2

may result in negative transfer or interference.

¨ Some learners may receive different input (in terms of quality).

Functional Approaches¨ Emphasize the content of what is being

produced¨ Views language as a form of

communication rather than rules.

Other Main Points of Functionalism

¨ Focus is on the use of language in real situations (performance) as well as underlying knowledge (competence).

¨ Purpose of language is communication, and to develop that knowledge requires communicative use.

¨ Study how language is used in interaction.