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Inter Language

Interlanguage is a key concept in psycholinguistics that describes the evolving mental language system learners develop while acquiring a second language, reflecting their current understanding. It progresses through stages from limited knowledge to greater mastery and can be influenced by factors such as language transfer and overgeneralization. Understanding interlanguage is crucial for language teaching, as it allows educators to recognize errors as part of the learning process and tailor their instruction accordingly.

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0% found this document useful (0 votes)
3 views6 pages

Inter Language

Interlanguage is a key concept in psycholinguistics that describes the evolving mental language system learners develop while acquiring a second language, reflecting their current understanding. It progresses through stages from limited knowledge to greater mastery and can be influenced by factors such as language transfer and overgeneralization. Understanding interlanguage is crucial for language teaching, as it allows educators to recognize errors as part of the learning process and tailor their instruction accordingly.

Uploaded by

khanjan5.20244
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Interlanguage in Psycholinguistics

Introduction

In the field of psycholinguistics, one of the most important concepts related


to second language acquisition is interlanguage. It refers to the evolving
mental language system that a learner develops while acquiring a second
language (L2). This language system is neither entirely like the learner’s
native language (L1) nor fully like the target language (L2). Instead, it is a
unique, internal linguistic system that reflects the learner’s current
understanding of the new language. The study of interlanguage helps
researchers and teachers understand how learners process, produce, and
develop language over time, and what mental mechanisms are involved
during second language learning.

The term interlanguage was first introduced by Larry Selinker in 1972, who
proposed that learners do not simply copy the rules of a new language or
transfer all rules from their first language. Instead, they create a third system
—a hybrid language system—that represents their current stage of learning.
Interlanguage is a central topic in psycholinguistics because it provides
insight into how language is represented in the brain and how it changes
during the process of learning.

Nature and Characteristics of Interlanguage


Interlanguage is not a random mix of languages. It is systematic, rule-
governed, and logical from the learner’s point of view. Although the learner
may make errors, these errors often follow consistent patterns. For example,
a learner might consistently say “She go to school” rather than “She goes to
school,” which shows that they have not yet internalized the third-person
singular rule, but they are applying a consistent internal grammar.

Another major characteristic of interlanguage is that it is dynamic—it


changes over time as the learner receives more input and feedback. With
experience, the learner’s language gets closer to the target language.
However, the path is not always smooth. Learners often revise their mental
grammar, leading to what is called U-shaped learning: they may first say a
form correctly (“went”), then start applying a new rule incorrectly (“goed”),
and finally return to the correct form once the rule is better understood.

Interlanguage is also individual. Each learner’s interlanguage is shaped by


many personal factors: their native language, learning environment,
motivation, age, exposure, and cognitive style. This means that no two
learners have exactly the same interlanguage, even if they are learning the
same language at the same time.

Stages of Interlanguage Development

Interlanguage develops through several progressive stages, showing the


learner’s journey from limited knowledge to greater mastery of the second
language:

1. Pre-systematic Stage: In this early phase, learners have very limited


knowledge of the target language. Their output may be based on
imitation or isolated vocabulary. Grammar use is inconsistent or
absent.
2. Emergent Stage: Learners begin to recognize patterns in the target
language. They start forming simple rules and may try to create their
own sentences. However, these rules are still unstable and
inconsistently applied.

3. Systematic Stage: The learner begins to use rules more regularly. While
errors still occur, they are consistent. This shows that the learner is
following an internal logic or grammar.

4. Stabilization Stage: The learner’s language becomes more fluent and


accurate. Errors decrease, and the learner demonstrates greater
control over grammar and vocabulary.

5. Fossilization: In some cases, certain incorrect forms become


permanent. This is called fossilization, and it means the interlanguage
has stopped developing in certain areas. Fossilized errors can remain
even after years of exposure to the correct language.

Fossilization: A Barrier to Native-Like Fluency


Fossilization is one of the most challenging features of interlanguage. It
refers to the process where certain incorrect forms in the learner’s speech
become fixed and resistant to change. For example, an advanced English
learner may continue to say “He go to work every day” despite knowing the
grammar rule that requires “He goes.”

Fossilization can happen for many reasons. Sometimes learners are not
aware of their mistakes. Other times, they may not receive proper correction
or enough meaningful interaction with native speakers. In some cases, the
learner’s goals may not require full fluency, so they stop making efforts to
improve.

Psycholinguistically, fossilization suggests that certain mental rules or habits


become deeply embedded in the brain and are difficult to unlearn. It is more
common in adult learners than in children, possibly because adults rely more
on conscious rules and have less plasticity in language-related areas of the
brain.

Sources and Influences on Interlanguage

Interlanguage is influenced by multiple factors:

Language Transfer: This is when the learner’s first language affects their use
of the second language. It can be positive (when structures are similar) or
negative (when the rules conflict). For example, a Spanish speaker might say
“I have 20 years” instead of “I am 20 years old” because in Spanish one says
“Tengo 20 años.”

Overgeneralization: Learners often apply rules too widely. For instance, after
learning that regular past tense verbs end in “-ed,” a learner may say
“buyed” instead of “bought.” This is a normal part of learning as the learner
is experimenting with grammar rules.

Simplification: Learners may simplify language by avoiding complex


structures. For example, they may use only the present tense or leave out
articles. This allows them to communicate while still learning more advanced
forms.

Communication Strategies: When learners do not know the right word or


grammar, they may use other strategies such as guessing, using gestures, or
borrowing from their native language. These strategies help them maintain
communication but may reinforce incorrect forms.

The Psycholinguistic Perspective

In psycholinguistics, interlanguage is viewed as a mental grammar system


that changes over time as the brain processes new information. Language
learning involves multiple cognitive processes: input processing, memory
storage, rule formation, and output production. Interlanguage shows how
these processes work together to build a new language system in the
learner’s mind.

Research shows that learners do not learn every rule perfectly from the start.
Instead, they build hypotheses about how the language works, test those
hypotheses through use, and adjust them based on feedback. This process is
similar to how scientists build and revise theories. Errors are therefore not
simply “wrong” but are signs that learning is actively taking place.
Importance of Interlanguage for Language Teaching

The theory of interlanguage is extremely valuable in language education. It


helps teachers understand that errors are part of the learning process.
Instead of treating errors as failures, teachers can see them as windows into
the learner’s current understanding. This allows for more effective teaching
strategies.

For example, if a student always omits the “-s” in third-person verbs, the
teacher can recognize that the student has not internalized this rule and
design specific activities to practice it. Teachers can also use form-focused
instruction to help learners notice the gap between their interlanguage and
the target language.

Understanding interlanguage also helps teachers avoid over-correcting. Too


much correction can demotivate learners or confuse them. Instead, gentle
guidance, repetition, and meaningful input can help learners gradually refine
their interlanguage system and move closer to fluency.

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