Instructor: Kainat

Interlanguage
The term interlanguage was first coined and developed in the interlanguage
theory published in 1972 under the authorship of Larry Selinker, a well known SLA
theorist.
Interlanguage theory is generally credited to Larry Selinker, an American professor
of applied linguistics whose article "Interlanguage" appeared in the January 1972
issue of the journal International Review of Applied Linguistics in Language
Teaching.
Definition:
1. Interlanguage is the type of language or linguistic system used by second-
and foreign-language learners who are in the process of learning a target
language.
2. Larry Selinker define it as a separate linguistic system based on the
observable output which results from a learner’s attempted production of
a target language (TL) norm”.
3. Tarone (1994) swiftly paraphrases the technical term saying that
“interlanguage is viewed as a separate linguistic system, clearly different
from both the learner’s native language (NL) and the TL being learned, but
linked to both NL and TL by interlingual identifications in the perception of
the learner”.
4. “An interim system of L2 learners, which has some features of the L1 and L2
plus some that are independent of the L1 and L2”.
The core assumptions underlying Interlanguage are as follows:
• Second language learning is a gradual progression form L1/NL/MT towards
the L2/TL/FL.
• At every stage of learning the learner develops a system of rules that is
neither the system of L1/NL/MT nor the system of L2/TL/FL, but instead
falls between the two.
• The process of learning consists of rule formation or hypothesis-testing.
• The mistakes made by the learner are a natural procedure of language
learning.
 • Many learners do not achieve the full L2/TL/FL competence.
Characteristics of Interlanguage
Systematic:
At a particular time, the IL is governed by rules which constitute the learner
international grammar.
Dynamic:
The system of rule which learner's have in their minds changes frequently or is in
a state of flux resulting in a succession of inter in Grammar.
Variable:
Although, the IL is systematic, differences in context result in different patterns of
language use.
Permeable:
Serve as bridge between L1 and L2.
Reduced system:
Reduce form refers to the less complex grammatical structures. The characteristic
of reduced function refer to smaller range of communicative needs typically
served by an IL
Logical:
Instead of all these characteristic it is not a true language.
Interlanguage continuum:
The learner changes his grammar from one time to another by adding rules,
deleting rules, and restructuring the whole system. Thus, in every stage of
learning, there is an Interlanguage. Through the gradual process of checking and
rechecking hypotheses, the learner keeps changing his Interlanguage until the
target language system is fully acquired/ shaped. This gradual progression
naturally implies to an Interlanguage Continuum.
Interlanguage Formation:
 What affects the formation of interlanguage has been a topic of controversy and
debate for decades. He identified five cognitive processes that constitute the
latent psychological structure and shape interlanguage linguistic systems:
Overgeneralization:
Learners might extend language rules beyond their appropriate usage, leading to
overgeneralization errors as they apply learned patterns to situations where they
don't apply.
Example:
• A learner might overgeneralize a grammatical rule, such as applying the
past tense marker "-ed" to irregular verbs incorrectly, saying "catched"
instead of "caught."
• His childrens are at home.
• Sana bought the book her own self instead of herself
Overgeneralization-based errors committed by L2 learners are almost similar to
the ones children make in their mother tongue.
Language transfer:
• Applying linguistic knowledge from L1 to L2.
• Applied linguists define it as “a process in foreign language learning where
by learners carry over what they already know about their first language to
their performance in their new language” (see, e.g. Lado, 1957; Corder,
1971; Crystal’s Dictionary of Linguistics and Phonetics, 1980).
1. He is on(in) the house-> wo ghar per hy
2. She is 17 year(s) old-,> wo sathra saal ki hy..
3. Amjad has (a)one cat-> amjad k pass ak bili hy
4. Ali is one of those boys which (who).... Ali on larko my sy ak hy jo...
5. Fast rain (heavy)-> tex barish
Learning strategies:
Strategies of learning are the learner's conscious attempts to master the target
language.
 Examples of such strategies are the use of mnemonics to remember target
vocabulary, the memorizing of verb declensions or textbook dialogues, the use of
flash cards, and so on. Clearly, such strategies are often successful, but they can
also result in error.
For example
The learner uses a mnemonic to remember vocabulary. For instance, associating
the Spanish word for duck, "pato," with a mediator word "pot."
The learner successfully recalls and uses the target word in the correct context,
saying, "El pato nada en el agua" (The duck swims in the water).
but might end up using the English word pot in interlanguage productions.
“El pot nada en el agua,"
Transfer of training:
Transfer of training occurs when the second-language learner applies rules
learned from instructors or textbooks. Sometimes this learning is successful; that
is, the resulting interlanguage rule is indistinguishable from the target language
rule. But sometimes errors result.
For Example Imagine a language learner is taught that "a" is used before words
that start with a consonant letters (not sound) , and "an" is used before words
that start with a vowel letters (not sound).
The learner successfully applies this rule, saying, "I saw an interesting movie" and
"I bought a new car." Here, the use of "an" and "a" aligns with the taught rule.
Error in Transfer:However, sometimes errors can occur in transfer.
When the learner says She got a MA degree instead of she got an MA degree.
Communication strategies
It refers to the strategies of resorting various techniques in communicating in an L
2 because of the learners’ inadequate knowledge.
Learners prioritize communication over linguistic accuracy, leading to the
development of communication-based patterns in their interlanguage.
Example:
The learner wants to talk about a smartphone but is unsure of the specific words
in English.
Learner says, "Can you hand me that mini computer?"
Inter language Fossilization:
• fossilization refers to the persistence of incorrect language structures or
patterns in an individual's speech or language use, despite exposure to
correct forms.
• It's often used to describe a stage where language learners may struggle to
overcome certain errors or habits in their linguistic development.
• Selinker recognized Fossilization as an important mechanism. He assumes
that many learners will not achieve the total mastery of L2, but will stop
somewhere in the middle with their language still affected by errors.
• Fossilization can take place at any stage of the learning process, even at a
very early age.
• According to him, out of all the L2 learners, only 5% of them are thoroughly
successful as to be able to reach the end of the Interlanguage Continuum.
• And when the learners stop progressing any further, their Interlanguage is
said to have fossilized.
• However, the successful learner doesn’t fossilize, rather constantly moves
along the Interlanguage continuum.
• It refers to the incomplete learning because of some mistakes of L2 that
become permanent and cannot be overcome instead of learners’ effort.
Why does Fossilization occur?
Fossilization can occur at any developmental stage of an L2 learning process.
There are two kinds of factors in IL fossilization.
Internal factors
External Factors Internal factors:
Age: when learners reach a critical age their brain loses plasticity. As a result,
certain linguistic features cannot be acquired.
Lack of motivation: several social and psychological factors may cause that
learners make no effort to adopt target language cultural norms.
External factors:
Communicative pressure:
when learners feel the need of communicating ideas that require the use of
language that exceeds the learners’ linguistic competence.
Lack of learning of opportunity.
The nature of feedback: positive feedback provokes fossilization because the
learners think they are able to communicate properly.
So they do not make much effort toprogress their learning. But negative feedback
helps avoid fossilization in the sense that they have to learn more to communicate
properly.
In which areas can fossilization take place?
It can happen in:
• Pronunciation
• Grammar
• Vocabulary