INTERLANGAUGE
a system of conventional spoken, manual (signed), or written symbols by means of which
human beings, as members of a social group and participants in its culture, express themselves.
Interlanguage refers to the linguistic system that a language learner creates during the process
of learning a second language (L2).
Learner Strategies: Language learners may develop specific strategies to cope with gaps
in their language knowledge. These strategies can include simplification, circumlocution
(talking around a word or concept), or the use of known words to express unfamiliar
concepts.
Social Factors: Learners may adjust their language use based on social factors such as
the formality of the context, the relationship with the interlocutor, or the communicative
purpose. This can result in variations in vocabulary, tone, and style.
Learner Strategies: Language learners may develop specific strategies to cope with gaps
in their language knowledge. These strategies can include simplification, circumlocution
(talking around a word or concept), or the use of known words to express unfamiliar
concepts.
Social Factors: Learners may adjust their language use based on social factors such as
the formality of the context, the relationship with the interlocutor, or the communicative
purpose. This can result in variations in vocabulary, tone, and style.
Learner Strategies: Language learners may develop specific strategies to cope with gaps
in their language knowledge. These strategies can include simplification, circumlocution
(talking around a word or concept), or the use of known words to express unfamiliar
concepts.
Social Factors: Learners may adjust their language use based on social factors such as
the formality of the context, the relationship with the interlocutor, or the communicative
purpose. This can result in variations in vocabulary, tone, and style.
It is a dynamic and transitional system that learners develop as they progress from their
native language to the target language.
Interlanguage reflects a learner's evolving proficiency in the second language and may
contain elements of both the native and target languages.
Corder (1973), Gass and Selinker (2001), and Long (2003) have made significant
contributions to the field of second language acquisition (SLA), but they have different
perspectives and theories.
It's important to note that synthesizing their ideas may involve finding commonalities or
creating a cohesive framework that incorporates elements from each theorist. Let's
briefly discuss the key ideas from each and then consider a synthesis
Corder (1973): Corder introduced the concept of "interlanguage" as the dynamic system
that learners create as they progress in acquiring a second language. He emphasized the
importance of errors as valuable indicators of the learner's evolving language system.
Gass and Selinker (2001): Gass and Selinker expanded on the notion of interlanguage
and proposed the "Interlanguage Theory." They argued that interlanguage is a separate
linguistic system with its own rules and structures, distinct from both the native
language and the target language. They emphasized the variability and transitional
nature of interlanguage.
Long (2003): Long introduced the "Interaction Hypothesis," which emphasizes the role of
interaction in language acquisition. Long argued that negotiation for meaning, or
interactive communication, plays a crucial role in language development. He highlighted
the importance of feedback and opportunities for modified input in the language
learning process.
In synthesizing these perspectives, one might propose a model that acknowledges the
dynamic nature of interlanguage, the significance of errors as indicators of the learner's
evolving system, and the crucial role of interaction in language acquisition. The model
could emphasize the following key points:
Interlanguage Dynamics: Acknowledge that learners develop a dynamic interlanguage
that is influenced by both their native language and the target language. This
interlanguage is characterized by its own rules and structures.
Error Analysis
Recognize the value of errors as natural and informative aspects of the language learning
process. Errors can provide insights into the learner's current stage of language
development.
Interaction and Communication
Emphasize the importance of interactive communication in language acquisition.
Encourage learners to engage in meaningful interactions, negotiate for meaning, and
receive feedback, as these processes contribute to language development.
A synthesis model might, therefore, integrate these perspectives to create a
comprehensive framework that considers the learner's interlanguage, the role of errors,
and the significance of interactive communication in the language learning journey.
Variation in learner language
Variation in learner language is a natural and expected phenomenon as individuals
progress through the process of second language acquisition.
Learners may exhibit variations in their language use due to a variety of factors,
including their native language influence, exposure to the target language, individual
learning styles, and the learning environment.
Transfer from the Native Language: Learners often transfer linguistic features from their native
language to the target language. This transfer can result in errors or deviations from the target
language norms.
Interlanguage Development: Learners go through different stages of interlanguage as they
acquire a second language. Interlanguage is a dynamic system that reflects the learner's
evolving proficiency, and it may contain elements from both the native language and the target
language
Learner Strategies: Language learners may develop specific strategies to cope with gaps in their
language knowledge. These strategies can include simplification, circumlocution (talking around
a word or concept), or the use of known words to express unfamiliar concepts.
Social Factors: Learners may adjust their language use based on social factors such as the
formality of the context, the relationship with the interlocutor, or the communicative purpose.
This can result in variations in vocabulary, tone, and style.
Input Variability: The quality and quantity of exposure to the target language can impact
language variation. Learners who have diverse and rich language input are likely to exhibit
different language patterns compared to those with limited exposure.
Task Complexity: Language variation may also be influenced by the complexity of the
communicative task. In more complex tasks, learners might struggle with certain linguistic
aspects, leading to variation in their language production.
Individual Differences: Learners have different learning styles, aptitudes, and preferences. These
individual differences can contribute to variations in language development, with some learners
progressing more quickly or exhibiting different strengths in various language skills.
Understanding and analyzing variation in learner language is essential for language educators
and researchers. It provides insights into the learning process and helps tailor instructional
approaches to address specific challenges that learners may encounter during their language
development. Moreover, recognizing the variation in learner language allows educators to
provide targeted feedback and support to help learners progress in their second language
acquisition journey.
Fossilization
An interlanguage can fossilize, or cease developing, at any developmental stage.
Fossilization is freezing the transition between L1 and L2; it is the final stage of interlanguage
development, and can occur even in motivated learners who are continuously exposed to L2
and have adequate learning support.
It may be due to complacency, or an inability to overcome obstacles to native proficiency in L2.
Fossilization often occurs in adult language learners, and can occur when a learner succeeds in
conveying messages with their current L2 proficiency.
Without a need to correct form or structure, the learner fossilizes instead of correcting.
