Define the Interlanguage Theory in Second Language Learning
Interlanguage could be considered as the language spoken by the learner in the process of trying to achieve the target language. Interlanguage is based on the theory that there is a "psychological structure latent in the brain" which is activated when attempts are taken to learn a second language.
Selinker's theory of interlanguage was proposed in 1972:he said that the utterances produced by a L2 learner is quite different from a native speaker though the idea uttered is similar.
In the past three decades linguistics have focused on how L2 is acquired,describing different stages.
Stephen Krashe 's "The Monitor Model" was developed in the late 1970s.He came up with the "overall"theory of L2 acquisition.There are five central hypotheses underlying this model. 1.Krashen (1976,1982) discussed the hypotheses of acquisition verses learning.Here acquisition was considered as an unconscious process and learning as a formal conscious process. 2.(Krashen 1982:15)said that learning has the function of monitoring and editing the utterances produced.And the monitor is affected by how much of time is taken for the learner to think about the utterance before or about to be spoken and how much of the time the learner needs to focus on forms and the knowledge of L2 rules. 3.The hypotheses on "The Natural Order" this is where the learner acquires some of the L2 rules early and some of the rules late. 4.The Input Hypotheses is of the input comprehended by the learner.If the learner is exposed to comprehesible input he would learn a language faster. 5.(Krashen 1985)The Affective Filter Hypotheses:reffered as to the mental block that acts as a barrier to acquire language.
According to Selinker(1969).Interlanguage is a temporary grammar which is systematic and compsed of rules and these rules are the product of five main cognitive processes.
They are a)Overgeneralization.This is the application of same grammar rules. Eg 1.He walked to school.Eg 2. He goed to school.
b)Transfer of Training-When teaching the learner will transfer specific elements.
c)From the application of language strategies the learner will have difficulties in applying the rules.
d)Strategies of second language communication.This may occur due to the effect of the learner attempting to communicate with native speakers target language.
e)Language Transfer-Some of the interlanguage systems may be the result of transfer from L1.
However,Selinker's description of the interlanguage seems to have a cognitive emphasis and a focus on the strategies that learners exploy when learning L2.And also it reveals that the primary goal of linguistic research are the properties of the learner's grammar.
All these themes reveals that interlanguage is systematic which means that the learner employ linguistic rules that governs the learner's grammar,and dynamic (interlanguage changes) until L2 is fully acomplished.
Interlanguage theories are derived from error analysis highliting what learner did wrong rather than on what made the learner successful in learning L2. (Larsen Freeman and Long,1992).
Define the Interlanguage Theory in Second Language Learning
ReplyDeleteInterlanguage could be considered as the language spoken by the learner in the process of trying to achieve the target language.
Interlanguage is based on the theory that there is a "psychological structure latent in the brain" which is activated when attempts are taken to learn a second language.
Selinker's theory of interlanguage was proposed in 1972:he said that the utterances produced by a L2 learner is quite different from a native speaker though the idea uttered is similar.
In the past three decades linguistics have focused on how L2 is acquired,describing different stages.
Stephen Krashe 's "The Monitor Model" was developed in the late 1970s.He came up with the "overall"theory of L2 acquisition.There are five central hypotheses underlying this model.
1.Krashen (1976,1982) discussed the hypotheses of acquisition verses learning.Here acquisition was considered as an unconscious process and learning as a formal conscious process.
2.(Krashen 1982:15)said that learning has the function of monitoring and editing the utterances produced.And the monitor is affected by how much of time is taken for the learner to think about the utterance before or about to be spoken and how much of the time the learner needs to focus on forms and the knowledge of L2 rules.
3.The hypotheses on "The Natural Order" this is where the learner acquires some of the L2 rules early and some of the rules late.
4.The Input Hypotheses is of the input comprehended by the learner.If the learner is exposed to comprehesible input he would learn a language faster.
5.(Krashen 1985)The Affective Filter Hypotheses:reffered as to the mental block that acts as a barrier to acquire language.
According to Selinker(1969).Interlanguage is a temporary grammar which is systematic and compsed of rules and these rules are the product of five main cognitive processes.
They are a)Overgeneralization.This is the application of same grammar rules.
Eg 1.He walked to school.Eg 2. He goed to school.
b)Transfer of Training-When teaching the learner will transfer specific elements.
c)From the application of language strategies the learner will have difficulties in applying the rules.
d)Strategies of second language communication.This may occur due to the effect of the learner attempting to communicate with native speakers target language.
e)Language Transfer-Some of the interlanguage systems may be the result of transfer from L1.
However,Selinker's description of the interlanguage seems to have a cognitive emphasis and a focus on the strategies that learners exploy when learning L2.And also it reveals that the primary goal of linguistic research are the properties of the learner's grammar.
All these themes reveals that interlanguage is systematic which means that the learner employ linguistic rules that governs the learner's grammar,and dynamic (interlanguage changes) until L2 is fully acomplished.
Interlanguage theories are derived from error analysis highliting what learner did wrong rather than on what made the learner successful in learning L2. (Larsen Freeman and Long,1992).
e)