Transcript Teamwork Presentation

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
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Interlanguage
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key questions
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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?
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language transfer

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transfer of training
strategies of L2 learning
strategies of L2 communication
overgeneralization
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Language transfer

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Characteristics of L1
Example:
 *I
very much like this book.
 …..
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Transfer of training
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Features created by the teacher or textbook
lead to acquisition with a non-native result
Example:
 Overemphasis
 *I
of English progressive form
am admiring you.
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Overgeneralization

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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

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Learners’ attempt to commit aspects of L2 to
memory
Example:
 Rote
learning
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Strategies of communication

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Communication strategies are used when L2
learners have difficulty expressing their
meaning in L2
Example:
 Avoidance
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Interlanguage-revisited
Process
System
Language transfer
from L1
Interlanguage rule 1
Transfer of training
Interlanguage rule 2
Overgeneralization
of perceived L2
pattern
Interlanguage rule 3
Strategies of
communication
Strategies of L2
learning
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Output of
interlangua
ge system
Actual production
and reception
Interlanguage rule 4
Interlanguage rule 5
…
….
….
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What explanation is there for the fact that most
learners do not achieve full L2 competence?
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fossilization
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fossilization
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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

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Input
‘black box’
 Intake
 L2

knowledge
output
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Exercise
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It is said that L2 learner can achieve a nativelike proficiency, but never a full L2
proficiency. What explanations are there for
the fact? Give two theories and examples to
support your arguments.
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