When we look at it more closely, we can see that learner language is not a collection of random, unpredictable errors. Rather, learner language evidences linguistic system.
Interlanguage (IL) is a term for the linguistic system we can see in learner language when the learner tries to use the language to communicate (Selinker 1972). Although interlanguage is not a random hodgepodge collection of unsystematic errors,it has a rule system that is different from the rule system used by native speakers of the language. In error analysis, you looked at learner language in terms of deviance from the target language rules; that deviance we call ‘error’. In interlanguage analysis, you can look at the same learner language but now from learner’s point of view; now you ask yourself what rule the learner might be using to produce the patterns you observe. Interlanguage is usefully viewed as a separate transitional linguistic system (at all levels: phonology, morphology, syntax, semantics, pragmatics) that can be described in terms of evolving linguistic patterns and rules, and explained in terms of specific cognitive and sociolinguistic processes that shape it. For example, an error analysis might tell you that a learner makes a lot of errors in using English articles, while an interlanguage analysis may show that that learner has formed a rule where one article (the) is used for all (or maybe a large class of) nouns. The cognitive process of overgeneralization that leads to this rule is very typical of learner language.Many researchers believe that these processes of IL acquisition and use are unconscious; the learner is not aware of them, being focused on meaning when they’re activated (Tarone in press).
Developmental Sequence
One way we can see systematicity in learner language is in the common developmental sequence followed by learners from different native language backgrounds when they acquire such linguistic structures as questions or negation in English L2 or German L2. For example, videos in Tarone & Swierzbin (2009) show learners of English L2 producing the same stage 3 questions as they speak in unrehearsed communication tasks.
Xue: What he is doing?
Antonio: Why this guy say, stop?
Catrine: Why the bus driver can’t stop for him?
They share the same interlanguage rule generating stage 3 questions even though their native languages are very different (Chinese, Spanish and French), and even though stage 3 questions never appear in input from their teachers or books. Where does this systematic interlanguage rule come from?
Human Cognition in Acquisition
Researchers believe that this linguistic structure comes from cognitive processes in the human brain: processes of cognition and language processing that all humans can be expected to use whenever they learn a second language. Accumulated research studies now suggest that it is common for learners to form overgeneralized rules at first, and that there are sequences, or stages, that learners can be expected to move through on their own, if they are provided with adequate input in the language, the opportunity to use the language to communicate, and corrective feedback from more knowledgeable users of the language (Lightbown & Spada 2006). In other words, Corder’s (1967) construct of the learner’s ‘built-in syllabus’ has research support.
The bulk of the research documenting developmental sequence in the acquisition of negation or questions or relative clauses is based on data from learners of more commonly taught languages such as English, Spanish, French and German. There is considerably less research on developmental sequence in the acquisition of less commonly taught languages like Chinese, Japanese, Korean and Persian. But because we all use the same cognitive processes for second language acquisition, learners of less commonly taught languages can be expected to share some systematic interlanguage rules – rules not traceable to the native language, and not resembling input they’ve received from teachers or books.
How Teachers Encourage Interlanguage Development
Teachers can watch for systematic patterns in learner language, and monitor them over time to identify common systematic sequences as the learners are given increased input and corrective feedback. In keeping track of these patterns and sequences, teachers are in a position to maximize the effectiveness of their teaching as they more accurately predict the systematic ways in which learner language develops in their own classrooms. And of course, they are also in a position to share what they learn with researchers, and make important contributions to our understanding of second language acquisition.
Interlanguage (IL) is a term for the linguistic system we can see in learner language when the learner tries to use the language to communicate (Selinker 1972). Although interlanguage is not a random hodgepodge collection of unsystematic errors,it has a rule system that is different from the rule system used by native speakers of the language. In error analysis, you looked at learner language in terms of deviance from the target language rules; that deviance we call ‘error’. In interlanguage analysis, you can look at the same learner language but now from learner’s point of view; now you ask yourself what rule the learner might be using to produce the patterns you observe. Interlanguage is usefully viewed as a separate transitional linguistic system (at all levels: phonology, morphology, syntax, semantics, pragmatics) that can be described in terms of evolving linguistic patterns and rules, and explained in terms of specific cognitive and sociolinguistic processes that shape it. For example, an error analysis might tell you that a learner makes a lot of errors in using English articles, while an interlanguage analysis may show that that learner has formed a rule where one article (the) is used for all (or maybe a large class of) nouns. The cognitive process of overgeneralization that leads to this rule is very typical of learner language.Many researchers believe that these processes of IL acquisition and use are unconscious; the learner is not aware of them, being focused on meaning when they’re activated (Tarone in press).
Developmental Sequence
One way we can see systematicity in learner language is in the common developmental sequence followed by learners from different native language backgrounds when they acquire such linguistic structures as questions or negation in English L2 or German L2. For example, videos in Tarone & Swierzbin (2009) show learners of English L2 producing the same stage 3 questions as they speak in unrehearsed communication tasks.
Xue: What he is doing?
Antonio: Why this guy say, stop?
Catrine: Why the bus driver can’t stop for him?
They share the same interlanguage rule generating stage 3 questions even though their native languages are very different (Chinese, Spanish and French), and even though stage 3 questions never appear in input from their teachers or books. Where does this systematic interlanguage rule come from?
Human Cognition in Acquisition
Researchers believe that this linguistic structure comes from cognitive processes in the human brain: processes of cognition and language processing that all humans can be expected to use whenever they learn a second language. Accumulated research studies now suggest that it is common for learners to form overgeneralized rules at first, and that there are sequences, or stages, that learners can be expected to move through on their own, if they are provided with adequate input in the language, the opportunity to use the language to communicate, and corrective feedback from more knowledgeable users of the language (Lightbown & Spada 2006). In other words, Corder’s (1967) construct of the learner’s ‘built-in syllabus’ has research support.
The bulk of the research documenting developmental sequence in the acquisition of negation or questions or relative clauses is based on data from learners of more commonly taught languages such as English, Spanish, French and German. There is considerably less research on developmental sequence in the acquisition of less commonly taught languages like Chinese, Japanese, Korean and Persian. But because we all use the same cognitive processes for second language acquisition, learners of less commonly taught languages can be expected to share some systematic interlanguage rules – rules not traceable to the native language, and not resembling input they’ve received from teachers or books.
How Teachers Encourage Interlanguage Development
Teachers can watch for systematic patterns in learner language, and monitor them over time to identify common systematic sequences as the learners are given increased input and corrective feedback. In keeping track of these patterns and sequences, teachers are in a position to maximize the effectiveness of their teaching as they more accurately predict the systematic ways in which learner language develops in their own classrooms. And of course, they are also in a position to share what they learn with researchers, and make important contributions to our understanding of second language acquisition.
http://www.carla.umn.edu/speechacts/index.html
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