learner language
DESCRIPTION
TRANSCRIPT
LEARNER LANGUAGE
1
Learner Language2
Interlanguage Generalization Transfer Internal sequences
Interlanguage3
Input Noticing Intake Interlanguage
Interlanguage Rules4
Learners create language rules from intake
Rules determine learners’ Comprehension Production
Interlanguage rules are changeable From the outside (input) From the inside (learner hypotheses)
Interlanguage Rules5
Learners’ interlanguage changes with time Rules are altered Rules are deleted Rules are added
Irregular verbs6
Interlaguage Continuum7
L1 IL L2
L1 IL L2
Interlanguage8
Has rules Is changeable, but not random Moves towards L2, but may become
fossilized
Processes 9
Processes that create interlanguage Generalizations Transfer Internal sequences
Generalizations10
Generalizations are used in many learning situations
Learners group similar things, events, information, etc. together into categories
Learners make rules to predict how different items will behave
Generalization11
Learners categorize what they hear and make rules for those categories
Learners use those categories and rules in new situations
Overgeneralization12
Learners sometimes make mistakes because Categories have exceptions Learners put language in the wrong
categories
Overgeneralization13
An item belongs to a category but it is an exception to a general rule for the category Irregular verbs: go – went, choose – chose Irregular plurals: wife – wives, mouse – mice
An item belongs to a different category Auxiliary verbs and third person aspect: He
goes to the store – He will goes to the store
Transfer14
Learners use their knowledge of their first language to understand and organize second language information When there are differences in the first and
second language, transfer can lead learners to make errors
When first and second language are the same, transfer help learners
Examples of errors due to transfer15
Pronunciation Vocabulary Speech acts
Pronunciation16
How do you pronounce the following?SaladShirtEarth1990Base – vase Rob – lob
Vocabulary
Idiom Meaning in English Meaning in Arabic
day after day every day every other day
red-faced embarrassed furious
pull one's leg(jokingly) say
something untrue let him talk
stretch one's legs take a walk lie down
head over heels completely (in love) upside down
17
Speech acts18
Americans hosts tend to offer food and drink three times. American guests tend to refuse the first two offers and accept the third.
Dutch hosts tend to offer food and drink only once. Dutch guests are expected to accept if they are thirsty or hungry or refuse if they are not.
Transfer and generalization19
Transfer and overgeneralization are not distinct processes
Generalization: Learners make use of their knowledge of the second language
Transfer: Learners make use of their knowledge of their first language to produce or understand a second language
Successful learning20
Overgeneralization and transfer are not bad
Overgeneralization and transfer lead learners to successfully produce language more often than they lead them to make errors
Errors are part of the learning process
Internal Sequences
Learners Hear different language, for example, in
classrooms Have different first languages
Therefore, we expect that learners learn a second language in different ways
Morpheme studies
Researchers studied how accurately learners used different morphemes
Studied learners with different first languages
Analyzed how accurately the morphemes were used
Morpheme Study Results 1
Group 1: present progressive -ing as in boy running plural -s as in two books copula `to be' as in he is big
Group 2: auxiliary `to be' as in he is running articles the and a
Group 3: irregular past forms as in she went Group 4: regular past -ed as in she climbed
third-person singular -s as in she runs possessive -s as in man's hat
Morpheme study results 2
Learners used morphemes in Group 1 most accurately
Researchers assumed that degree of accuracy indicated the order in which morphemes are learned
English morphemes are learned in a predictable sequence
Morpheme study results 3
Sequence is only a tendency Variation in all studies
Other studies have shown contradictory results
Thus, morpheme studies are not completely reliable
Questions
Second language learners go through the same stages in learning questions as first language learners
Question Stages27
Stage Examples
Stage 1: wh-word goes in front
What daddy doing? Why Sarah crying? Where you go?
Stage 2: Adds the auxiliary verb
Where he will go?What he is doing?Why Sarah is crying?
Stage 3: Grammatically correct
What is daddy doing?Where will you go?Why do you work?
Progress through the stages
Progress is gradual One stage slowly disappears and is
replaced by another Learners often produce questions from
different stages
Conclusions
Second language learners tend to learn some language features in sequences Morphemes Negatives Questions
Sequences are usually independent of the learners first language
Sequences indicate that there may be something internal helping learners learn second languages
Learner Language30
Interlanguage Generalization Transfer Internal sequences