Inter Language Funiber1

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Order of acquisition of L2 morphemes



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3.4.1 The learners’ active role in language acquisition:

the notion of interlanguage. Evolving definitions

Corder (1967): transitional system

Role of LAD and input for rule formation and reformulation

Role of errors

Role of mother tongue

Status of learner hypotheses

Unique character of learner system

Transitional system: Learning a L2 is seen as an operation whereby the LAD builds a system usingthe language to which the learner is exposed (input) and creating out of that input a particulartransitional system. This transitional system is modified when new input encountered by thelearner is seen to conflict with the rules of that system: the learning device’s hypotheses aredisconfirmed. Using this transitional system the learner produces systematic utterances(conforming to the target language rules) and other non-conforming features which are what theteacher would call systematic ‘errors’.

Three more important aspects of this transitional competence:

role of mother tongue (hypotheses are formed on the basis of the L1 and also with reference tothe input, so the basis is not the L1)

status of ‘learner hypothesis’ (largely unconscious)

unique character of learner systems versus normal languages.



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3.4.2 The learners’ active role in language acquisition:

the notion of interlanguage. Evolving definitions

Nemser (1971): approximative systems

Directional and discrete stages

Deviant system

Succession of evolving systems that take learner nearer andnearer to the target system and further and further from thesource system: Approximative systems.



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3.4.3. The learners’ active role in language acquisition: the

notion of interlanguage. Evolving definitions

Selinker (1972): Interlanguage

Role of L1 acquisition Role of LAD: fossilization

Processes of Interlanguage

1. L1 transfer

2. Overgeneralization

3. Transfer of training4. Strategies of second language learning

5. Communication strategies

6. Use of target language rules

7. Backsliding

Interlanguage (Selinker, 1972): separateness of a second language learner’s system,structurally intermediate between native and target languages. The differences withCorder: Role of L1 and Type of Learning.

For Selinker acquiring a second language is different from acquiring a first language, sothere is no child language (but interlanguage) as the original mechanism for learning(lateralization) are atrophied. (Fossilization).



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Fossilization Phenomena (Selinker)

Why??

- May be first and second language acquisition are driven by different

mechanisms (that’s why it takes place only in L2 acquisition) - May be first and second language acquisition are driven by the samelearning mechanisms but the L2 process is disturbed by some externalfactor or cluster of factors such as inadequate input, lack of motivation orinterference from the L1

How??

1st stage: Random errors: Learners do not know systematic aspects ofL2 (‘lexical stage’)

2nd stage: Emergence: There exist some rules, different from L2 rules.

Overgeneralizations occur.3rd stage: Systematic: rules are similar to L2 rules. Learner is able toself-correct

4th stage: Stabilization: the learner has no communication problem. Hecommits few errors

Result



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Fossilization: In the process of rule formation and

hypothesis testing, the learner does not ‘see’ any

errors, so he does not correct himself, even if errors

are still present. If the learner receives positive

feedback –he is understood, even with mistakes- he

will not correct himself. This is typical of advancedlearners, who have errors for a long time.

Factors affecting fossilization: sex, listening capacity,hemisphere specialization, age, motivation,

personality, absence of learning opportunities…



3.4.6. Interlanguage features (continued)

3.4.6.4. L1 influence and rate of development

L1 influence on L2 (Ellis, 1994: 339)



3.4.6. Interlanguage features (continued)

3.4.6.4. L1 influence and rate of development

1. Transfer versus interference

2. Types of cross-linguistic influence

Grammatical transfer

1. Delay sequences

2. Speed up passage through sequences3. Add sub-stages to sequences

4. No change in order or omission of sequences

Communication transfer

Pragmatic transfer

3. Factors affecting transferLinguistic complexity

Permanence in L2 country

Level of competence

4. Markedness

5. Perceived transferability



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Variation in linguistic form

Horizontal v.(synchronic)

Vertical v.(diachronic)

Intra-learner Inter-learner

Systematic

Non-systematic

Linguistic context

Situational context

Psycholinguistic context

Task induced v.

Form-function



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3.4.6.6. Use of communication strategies: definitions Learner Strategies (go over Selinker Interlanguage processes):

-Examples of learner strategies identified in ‘early’ development(Larsen-Freeman and Long, 1991: Table 3.4.)-Two types:

A.Learning strategies: a series of skills used with a particular learningpurpose in mind. Ability to monitor the learning situation and respondaccordingly. They deal with the receptive domain of intake, memory,storage and recall.

B.Communication strategies: employment of verbal or nonverbalmechanisms for the productive communication of information.

Role: some prefer to see strategies as having a special status ininterlanguage theory while others see them more simply as a reflectionof general human problem-solving behaviour and nothing specific to L2behaviour.

B. Communication strategies(See general classifications: Tarone, 1981; Chesterfield & Chesterfield,

1985)

Practice 3: Analysis of Learners’ strategies.



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3.4.6.6. Use of communication strategies. Classifications

2. Types: several classifications-Tarone (1981)

1. Paraphrase2. Transfer/borrowing3. Avoidance

4. Mime5. Appeal for assistance

- Chesterfield and Chesterfield (1985)- Oxford (1990)- Common taxonomy (Dörnyei & Scott,1997)

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Inter Language Funiber1