INTERLANGUAGE THEORY PRESENTATION [ENGLISH LANGUAGE PRINCIPLES]

In this lesson, we are to uncover topics underlining Interlanguage Theory.

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INTERLANGUAGE ¿Y

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2. a. define interlanguage and appreciate its
importance

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b. analyze the postulates involved in the K
mixture of languages O

O c. explain the four phenomena involved in

interlangusge theory O
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3. DYMYSTIFYING

INTERLANGUAGE

4. O)

Y

In the 1950s, the Behaviorist theory was

popular and according to this, language

learning is also a habit formation like any
other activities.

5. But it was in the 1960s when Noam Chomsky
came with his nativism which claimed that
only human beings are capable of learning a
language because they have a language
acquisition device (LAD), faculty for learning
a language.

6. From this theory, the interlanguage theory
emerged as an exploration of how learners
move towards learning a foreign/second
language (Bristy, n.d.).

7. LARRY SELINKER

e An American professor emeritus of linguistics
at the University of Michigan.

The concept of Interlanguage (1972) is
generally credited to him; his article
‘interlanguage’ appeared in the January
1972's issue of the journal International
Review of Applied Linguistics in language
Teaching.

8. INTERLANGUAGE

e the type of language produced by second
language learners who are in the process of
learning language;

e refers to a system that has a structurally

intermediate status between the native

language and the target language (Trillo,
2016).

10. LEARNER'S LANGUAGE

Other proponents such as Pit Corder,
Elaine Tarone, Diane Larsen-Freeman, term
‘interlanguage’ as learners’ language given
that learners are the ones who constitute

their language spouting from the LAD

ne. (Unlocking Language Pedagogy, 2022).

11. . Another major influence to the
development of interlanguage was the
Corder's idea in 1967 was the idea that

learners exhibit “transitional
competence” guided by a ‘built-in-
syllabi’. Here, the learners are in-charge
in building patterns of the language.

12. competence” to indicate the essential
dynamism and flux of the language
learner's evolving system. A learner's
errors, according to Corder (1967),
represent the discrepancy between the
transitional competence of that learner
and the target language.

13. e These ideas challenged the views on

effects of explicit instruction and the
nature of errors (Lennon, 2008;

Unlocking Language Pedagogy, 2022).

14. INTERLANGUAGE THEORY > “* .

e According to Trillman (2015),
this theory proposes that
second language learners

produce their own self-
contained system that falls
somewhere between the L1 and
the L2 systems

15. INTERLANGUAGE THEORY

e Additionally, these forms created
by learners show patterns and
not random errors.

16. TOWARDS A THIRD SYSTEM

+ Nonetheless, interlanguage is entirely
different from both the learner's Ll and
the target L2.

e Interlanguage had its own rule system

but it contains ungrammatical sentences
and elements

17. TOWARDS A THIRD SYSTEM

e Given that IL consists of elements of L1
and L2 as well as the speaker's
perceptions, it always unique from
speaker to speaker.

e Learners create rules, and they are
changed through input such as teachers,
peers, etc. and by the learner.

18. &
mn Ñ 22

TWO GENERAL VIEWS IN
INTERLANGUAGE

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19. A MENTAL GRAMMAR

- IL refers to the mental grammar which the
learner constructs while developing a second
or foreign language. The learner's competence at

any given time is hypothesized to be the guiding
principle behind instances of language use.

20. ACTUAL LANGUAGE USE

+ On the other hand, the term refers to the
learner's actual language use in a social
situation. The understanding is that
learner language is a systematic variety
of language (Feerch et al., 1984 as cited in
Encyclopedia of Language & Linguistics,
2006).

21. Val ”
$ ’
TYPES OF ERRORS “L

<>, DERIVED FROM EA
+ THEORY AFFECTING THE

INTERLANGUAGE mel

22. INTERLINGUAL ERROR

« error made by the Learner's Linguistic
background and Native language interference

e the learner tends to use their linguistic
knowledge of L1 on some Linguistic features in

the target language, however, it often leads to
making errors

23. > man ERROR

LI: Nagkakan Ka Na, hijo?

L2: Eaten you already, hijo?

24. > man ERROR

LI: Nuarin daw matatapos an hardin
ta?

L2: When is the end of our rg

25. INTRALINGUAL ERROR

+ puts the target language into focus, the
target language in this perspective is
thought of as an error cause

e results from “faulty or partial” learning of
the target language

26. > INTRALINGUAL ERROR

27. + occur when the speaker applies a
grammatical rule in cases where it doesn't
apply

+ caused “by extension of target language

rules to inappropriate context.”

28. mouse - mice ox - oxen
house - hice fox - foxen
man - men
pan - pen
this - these masculine pron. - he, his, him

kiss - kese feminine pron. - she, shis, shim

29. SIMPLIFICATIONS

+ producing simpler linguistic forms than
those found in the target language

« learners attempt to be linguistically
creative and produce their own poetic
sentences/utterances

&

30. SIMPLIFICATIONS

The most common is spelling words the way
it was pronounced.

+ keyos (chaos)
e canoo (canoe)
e no (know)

e weit (wait) &

31. Val ¿$
IMPORTANCE OF 2

aoe STUDYING
INTERLANGUAGE

32. (1) helps teachers to assess teaching
procedures in the light of what they can
reasonably expect to accomplish in the
classroom

(2) it helps learners to be aware of the steps

that they go through in acquiring L2 features;

(3) it provides a deeper understanding of errors
that L2 learners make E

33. Val * ZA

4, CHARACTERISTICS ~
+ OF INTERLANGUAGE

et

34. Characteristics
of Interlanguage

35. Val # %
$ Da
POSTULATES OF =

a INTERLANGUAGE
THEORY

Ez (AL-MULHIM, 2016) LS

36. ¿Y

FIRST PREMISE

The learner constructs

a system of abstract
linguistic rules which
underlies
comprehension and os
production.

37. SECOND PREMISE

The learner's

grammar is
permeable.

38. o
THIRD PREMISE

The learner's r> O
competence is MA
transitional. © j

39. FOURTH PREMISE
The learner's x
competence is y

variable.

40. =< FIFTH PREMISE

Interlanguage
development reflects
the operation of
cognitive learning
strategies.

41. NY
x

SIXTH PREMISE

Interlanguage use can
also reflect the
operation of
communication
strategies.

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lax
Dy
N

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)

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42. yw W

ES System Interlanguage
u system may
Ca} fossilize.

NM MA

43. YT Y % nm
FOUR PHENOMENA I

INVOLVED IN
_ INTERLANGUAGE THEORY

LS

45. e x,
1. LANGUAGE TRANSFER

The errors in the use of L2
result mainly from L1, and

the difference between LI
=> and the L2 is the reason for

the occurrence of errors.

46. Positive
transfer

Negative

transfer

When Ll and L2 are When there are
the same, transfer differences in L1 and
help learners. L2, transfer can lead

learners to make
errors.

47. d'a) 2. GENERALIZATION

CR

e The lack of formal instruction
2 < in English

O
(e)

O %
e Result of initial learning
process on the performance

fe)
Ae
of the later activities

48. Sad

e Errors due to certain features found
in the instruction via which the
learner is taught is L2

e Generalizations are used in many
learning situations. Ny

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49. q
Nad
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3. INTERNAL CONSEQUENCES

e Learners hear different
language in an
environment which means
that there are different
first languages.

50. 4. FOSSILIZATION

e It occurs when certain
mistakes seem to be
impossible to correct in spite
of the ability and motivation,
learners cannot rectify and
replace it with correct usage.

51. Age

INTERNAL
FACTORS
Lack of

Motivation

52. EXTERNAL FACTORS

Communicative Lack of Learning The Nature of
Pressure Opportunity Feedback

53. Val ”

IMPLICATIONS FOR L1 7
AND L2 ACQUISITION

A

54. « Selinker (1972) stresses that
there are differences
between IL development in L2
and LI acquisition by children,
including different cognitive
processes involved (from =
McLaughlin 1987:61) AO

e

55. IMPLICATIONS FOR LI AND L2 ACQUISITION

01 02 03
Language Transfer of Strategies of
transfer from training. second
LitoL2. language

learning.

56. IMPLICATIONS FOR L1 AND L2 ACQUISITION
04 05

Overgeneralization of
the target language
linguistic material.

Strategies of
second language
communication.

57. isty,
https://bit

ahmida (n.d.) What is Interlanguage Theory?

y. ws/3eG54

2.Escobar, Damaris (2012, June). Contrastive Analysis.

https://bit
3.Hussein, Al
https://bit

y. ws/3eGiU

hmed (2013). 4 learner language interlanguage.
y.ws/3eKX3

4.Lennon, Paul (2008). Contrastive Analysis, Error Analysis, Interlanguage.

https://bit!

y.ws/3eKRY

5.Saville-Troike, Muriel (2012). Introducing Second Language Acquisition.
Second Edition. Cambridge University Press, New York.

6.Tarone, Elaine (n.d.) Interlanguage. https://bitly.ws/3eGDA

7.Trillman, Erin (2015, January 23). Selinker's Interlanguage Theory.

https://bit

y.ws/3eFNi

58. 8. Trillo, Erick (2016). International Theory. https://bitly.ws/3eFN

9. University of Lahore (2014). Inter-language Theory. https://bitly.ws/3eL5R
10. Unpacking Language Pedagogy (2022). Unpacking Terms: Interlanguage.
https://bitly.ws/3eL4

11. Richards, J. C. & Schmidt, R. (2002). Dictionary of language teaching and
applied linguistics (3rd Ed.). London: Longman

12. Richards J. C., & Rodgers T. S.(2001). Approaches and Methods in
Language Teaching. (2nd edition), Cambridge University Press: Cambridge,
UK. P. 153

59. GRAZIE. MERCI.

(UD | ios MABALOS.