(SLA) Psycholinguistics and Linguistics Aspects of Interlanguage

Psycholinguistics and
Linguistics Aspects of
Interlanguage
Naurah Nazhifah
21220140000002
Interlanguage is …
Interlanguage has a different on a linguistic system which is the learner's native language and the target
language. Interlanguage is a language mistake made by non-native speakers using a second language. A
unique linguistic system that draws, in part, on the learner’s L1 but is also different from it and also from the
target language. Errors were largely the result of interference or negative transfer.
Psycholinguistics is …
Psycholinguistics or psychology of language is the study of the psychological and neurobiological factors that
enable humans to acquire, use, comprehend and produce language.
For short, psycholinguistics is the study of mental structures and processes involved in the acquisition and use
of language.
First Language (l1) Transfer
L1 transfer refers to the influence that the learner’s L1 exerts over the acquisition of an L2.
The learner’s first language is one of the sources of error in learner language (negative transfer). However, the
learner’s first language can facilitate L2 acquisition (positive transfer).
First Language (l1) Transfer
L1 transfer refers to the influence that the learner’s L1 exerts over the acquisition of an L2.
The learner’s first language is one of the sources of error in learner language (negative transfer). However, the
learner’s first language can facilitate L2 acquisition (positive transfer).
Negative Transfer
Grammar Phonological Vocabulary

influence influence
Positive Transfer
Letter of Identical / similar

Word order
alphabet words
The Role of Consciousness in L2 Acquisition
Schmidt (1995) points out that there are three different senses of the term 'consciousness' as it is used in SLA
theory: levels of perception, noticing, and understanding.
According to Clark (2001), the possibilities include wakefulness, self-awareness, availability for verbal
report, availability for control of intentional action, and qualia.
Stephen Krashen has argued the need to distinguish ‘acquired’ L2 knowledge and ‘learned’ L2 knowledge. He
claims that the former is developed subconsciously through comprehending in-out while communicating,
while the latter is developed consciously through deliberate study of the L2.
Comprehensible input alone is not enough for optimal acquisition of the different aspects of grammar and that
conscious grammatical instruction is necessary if learners are to have the data they need to acquire grammar.
Teaching should include opportunities for learners to focus on form and consciously notice features of the L2
they are learning.
Another way of identifying the processes responsible for interlanguage development is to deduce the operations that learners
perform from a close inspection of their output.
Operating principles is the study of the L1 acquisition of many different language has led to the identification of a number
of general strategies which children use to extract and segment linguistic information from the language they hear.
Processing constrains sought to account for both why learners acquire the grammar of a language in a definite order and
also why some learners only develop very simple interlanguage grammar.
Universal Grammar and SLA
According to Flynn (1996), the theory of UG does not make any direct claims about L2 acquisition. However,
it is important to know whether or not L2 learners in the process of L2 acquisition have access to UG.
However, there is some good evidence for the a Partial Access Hypothesis, which holds that only the
parameters of UG that are common to L1 and L2 are accessible to an L2 learner.
EXPLICIT AND IMPLICIT KNOWLEDGE
AND SLA
According to Ellis, explicit knowledge is “the L2 knowledge of which a learner is aware and
can verbalize on request”, while the implicit knowledge is “the L2 knowledge of which a
learner is unaware and therefore cannot verbalize.” (Ellis, 1997,139).
EXPLICIT AND IMPLICIT KNOWLEDGE
AND SLA
Hulstijn and Graaff (1994) attempt to determine to what extent SLA and acquisition of implicit
knowledge can be assisted by explicit learning (instruction). According to them, learning varies
from spontaneous discovery by a learner to explicit instructions by a teacher. They argue that in
fluent speakers, knowledge of L2 is mostly implicit.
How fluent can a speaker become without explicit knowledge?
The Non-interface Position, which argues that implicit knowledge is not influenced by explicit
knowledge, and the Interface position, which urges that the acquisition of implicit knowledge may
be influenced by explicit knowledge.
The Interface Position is divided into a Strong-Interface Position and a Weak-Interface Position.
Strong Position, explicit knowledge becomes implicit knowledge through practice.
According to the Weak Position, explicit knowledge only aids the acquisition of implicit
knowledge.

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Grammar Phonological Vocabulary

Letter of Identical / similar

Strong Position, explicit knowledge becomes implicit knowledge through practice.

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