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INTERLANGUAGE

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Marlot Pajaro Moreno

on 17 October 2014

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Transcript of INTERLANGUAGE

INTERLANGUAGE
A mental system of second language learning knowledge
How does the learner create his/her interlanguage?
INTERLANGUAGE
A mental system of second language learning knowledge
iT is founded upon the assumption that an L2 learner, at any particular moment in his learning sequence, is using a language system which is neither the L1, nor the L2.
How does the learner create his/her interlanguage?
TRANSFER
Fossilisation
PIDGINS
It s a continuum between the first language and the target language
along which all learners traverse
Through learning strategies:
Language transfer
Overgeneralization
Simplification
the learner uses her own L1 as a resource
the learner uses an L2 rule in situations in which a native speaker would not. This can occur at a number of levels:
the learner uses speech that resembles that of very young children or of pidgins
At the phonetic level
At the grammatical level
At the lexical
At the level of discourse
Negative transfer - Positive transfer - Avoidance - Overuse

Until the morpheme studies of Dulay and Burt, it was often assumed that most errors were derived from transfer of the L1 to the L2 - this was referred to as interference
Not all effects of language transfer are negative - indeed, we may consider that without some language transfer, there would be no second language learning
• the mother tongue is a major resource for language learning.
Where certain structures are very different from L1, students may simply avoid using them
It is difficult to know when a student is using avoidance as a strategy

• This may be a concomitant of avoidance. Students will use the forms that they know rather than try out the ones that they are not sure of. It may also reflect cultural differences
it is extremely rare for the learner of an L2 to achieve full native-like competence. non-target forms become fixed in the interlanguage.
Linguistic phenomena are linguistic items, rules and subsystems which speakers of a particular NL will tend to keep in their IL relative to a particular TL, no matter what the age of the learner or amount of explanation and instruction he receives in the TL.
A student may continue to make progress in certain areas, and yet return again and again to the same error.
Pidgins are used between groups who are at some social distance from each other. For Schumann, this is a crucial variable in language learning. The relationship between the L1 group and the L2 group, may differ in a number of ways
Dominance:
E.g. L2 users may dominate the L1 group - French-speaking colonists in Tunisia
o L2 users may be dominated by the L1 group - Hispanic immigrants to the USA.
o L2 users may be on an equal footing - middle-class French speakers in England

Integration
o L2 users may decide to assimilate to the L1 group - most Bretons now simply regard themselves as French people.
o L2 users may decide to maintain their own culture - many Asian groups in Britain continue to speak their own mother-tongue within the household, and to regard the Indian sub-continent a their real home.

Enclosure
o The L2 group may live separately from the L1 group - high enclosure - or may join in the social activities of the L1 group.
INTERLANGUAGE
iT is founded upon the assumption that an L2 learner, at any particular moment in his learning sequence, is using a language system which is neither the L1, nor the L2.
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