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INTERLANGUAGE

• LARRY SELINKER IS PROFESSOR EMERITUS OF LINGUISTICS AT THE UNIVERSITY OF MICHIGAN, AND FORMER DIRECTOR OF THE UNIVERSITY'S ENGLISH LANGUAGE INSTITUTE.

• IN 1972, SELINKER INTRODUCED THE CONCEPT OF INTERLANGUAGE, WHICH BUILT UPON PIT CORDER'S PREVIOUS WORK ON THE NATURE OF LANGUAGE LEARNERS' ERRORS.

• CORDER'S AND SELINKER'S WORK BECAME THE FOUNDATION OF MODERN RESEARCH INTO SECOND LANGUAGE ACQUISITION , AND INTERLANGUAGE IS ACCEPTED AS A BASIC PRINCIPLE OF THE DISCIPLINE.

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DEFINING INTERLANGUAGE INTERLANGUAGE IS THE TERM FOR

A DYNAMIC, RULE-BASED LINGUISTIC SYSTEM THAT HAS BEEN DEVELOPED BY A LEARNER OF A SECOND LANGUAGE (L2) WHO HAS NOT YET REACHED PROFICIENCY. A LEARNER'S INTERLANGUAGE PRESERVES SOME FEATURES OF THEIR FIRST LANGUAGE (L1), AND CAN ALSO OVERGENERALIZE SOME L2 WRITING AND SPEAKING RULES.

INTERLANGUAGE IS A LANGUAGE CREATED BY LEARNERS OF A SECOND LANGUAGE WHICH IS BETWEEN THE TARGET LANGUAGE AND THE LEARNER'S FIRST LANGUAGE (L1). IT’S A TRANSITORY STAGE TOWARDS FINAL PROFICIENCY OF THE SECOND LANGUAGE. 11/22/2014

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DEFINING INTERLANGUAGE (CONTINUED)

• INTERLANGUAGE CAN BE VARIABLE ACROSS DIFFERENT CONTEXTS; FOR EXAMPLE, IT MAY BE MORE ACCURATE, COMPLEX AND FLUENT IN ONE DOMAIN THAN IN ANOTHER.

• TO STUDY THE PSYCHOLOGICAL PROCESSES INVOLVED, ONE CAN COMPARE THE INTERLANGUAGE UTTERANCES OF THE LEARNER WITH THE FOLLOWING:

1.UTTERANCES IN THE NATIVE LANGUAGE (L1) TO CONVEY THE SAME MESSAGE PRODUCED BY THE LEARNER.

2.UTTERANCES IN THE TARGET LANGUAGE (L2) TO CONVEY THE SAME MESSAGE, PRODUCED BY A NATIVE SPEAKER OF THAT LANGUAGE.

• UTTERANCES COMPLETELY NEW THAT POSSESS FEATURES OF NEITHER THE L1 NOR THE L2.

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INTERLANGUAGE RULES

• INTERLANGUAGE DOES NOT ABIDE ANY STABLE RULES, BUT IT EVOLVES AND MODIFIES ALL THE TIME, THEREFORE…

O RULES ARE ALTEREDO RULES ARE DELETEDO RULES ARE ADDED

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THE CONTINUUM OF INTERLANGUAGEDEVELOPMENT

BASILANGTHE EARLIEST FORM OF

TARGET LANGUAGE

DEVELOPMENT

MESOLANGTHE INTERMEDIATE STAGE OF TARGET

LANGUAGE DEVELOPMENT

ACROLANGTHE FINAL STAGE OF TARGET LANGUAGE

DEVELOPMENT

FROM NATIVE LANGUAGE FORMS TO TARGET LANGUAGE FORMS INCLUDES THREE STAGES

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INTERLANGUAGE DEVELOPMENTCONTINUUM

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Process of Inter-language

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FOSSILIZATION PROCESS

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INTERLANGUAGE FOSSILIZATION

DEFINITION PHENOMENON PHENOMENON“FOSSILIZABLE LINGUISTIC

PHENOMENA ARE LINGUISTIC ITEMS, RULES, AND

SUBSYSTEMS WHICH SPEAKERS OF A PARTICULAR NATIVE

LANGUAGE WILL TEND TO KEEP IN THEIR INTERLANGUAGE

RELATIVE TO A PARTICULAR TARGET LANGUAGE, NO

MATTER WHAT THE AGE OF THE LEARNER OR AMOUNT OF

EXPLANATION OR INSTRUCTION HE RECEIVES IN THE TARGET

LANGUAGE”

INTERLANGUAGE FOSSILIZATION IS A

STAGE

DURING SECOND LANGUAGE LEARNING.

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

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WHY DOES FOSSILIZATION HAPPENS

Frequent Use

Reinforcement of Communication

Process

Lack of Correction11/22/2014

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SELINKER’S FIVE FOSSILIZATION PROCESS STEPS

O OVER-GENERALIZATION O TRANSFER OF TRAINING O LANGUAGE TRANSFER O STRATEGIES OF SLL O STRATEGIES OF SL COMMUNICATION

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1) OVER-GENERALIZATION

LEARNER MAKES THEIR OWN RULES OF LANGUAGETHE ACT OR PROCESS OF OVER-GENERALIZINGTHE PROCESS OF EXTENDING THE APPLICATION OF A

RULELEARNERS USE RULES FROM SECOND LANGUAGE EXAMPLE: I WALKED TO PRODUCE FORMS LIKE */ GOED OR */

RIDED. 11/22/2014

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2) Trans

~ The lack o~ Fossilization~ Result

of i performan~

Fossilizatio the instruct the SL

fer of Training

f formal instruction in Englishn of incorrect language forms

nitial learning process on the ce of the later activitiesn due to certain features found

inion via which the learner is taught

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3) Lang

The errors i L1 and the d the reason

uage Transfer

n theuse of L2 result mainly fromifference between L1and the L2 is

for the occurrence of errors

Positive Transfe

r

Negative

Transfer 11/22/2014

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Fossilization due to some approaches to the learning of L2 material adopted by the learner

It involves Incorrect Learning strategiesfossilization of some features (phonological,morphological, syntactic, lexical,psycholinguistics, or sociocultural)

4) Strategies of SLL

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5) STRATEGIES OF SL COMMUNICATION CONCERN WHEN THE COMMUNICATION IS GOING ON PAYS ATTENTION TO THE FLUENCY RATHER THAN

ACCURACY IN THE COMMUNICATION LEARNER TRIES TO SIMPLIFIES THE TL RULES FOSSILIZATION DUE TO SOME APPROACHES USED THE

LEARNER WHEN COMMUNICATING WITH L2 NATIVE SPEAKERS

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INTER-L PRODUC

ANGUAGETION

II 11/22/2014

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Inter-language is the production ofSL and FL learners

In language learning learner's language is caused by several process like

,

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Characteristics of Inter-languageProduction

SL speakers rarely conform the production ofnative speaker Inter-language productions are not exacttranslation of native language utterances Utterances in second language are notrandomly produce Inter-languages are spoken either by adults orby children, when second language acquisitionis not simultaneous with that of the firstlanguage.

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GOOD POINTS & BAD POINTS

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Good Points Natural and systematic Theory of language

like L 1 acquisition Learner becomes active participant to

construct the rules by himself This study can help to determine what a

learner already knows about the rules The concept of IL has liberated languageteaching methods

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It determines what a leaner has taught andwhen and how in a particular SL teachingprogramme.

Good Points

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Bad Points Limited explanatory power EA improves errors in IL but too much correction can lead to lack of motivation The learner needs to be restricted to

important errors only This theory cant determine the exact

position of the learner in between L 1 or L2 Will be interpreted

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CONCLUSION

THE THEORY OF IL WAS THE FIRST MAJOR ATTEMPT TO EXPLAIN THE PROCESS OF SLL, IN TERM OF MENTALIST PERSPECTIVES. IT HAS BEEN GRADUALLY DEVELOPED BY THE HANDS OF NUMEROUS RESEARCHES AT THIS TIME IT BECOMES MUCH REFINED THEORY AND ALSO CONTRIBUTED A LOT IN DEVELOPING MANY OTHER THEORIES OF SLA

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ANY CONFUSION ANY QUESTION

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