Beruflich Dokumente
Kultur Dokumente
A PAPER PRESENTATION
By:
Group 3
Ade Amalia
Arnis Silvia
Iffah Salimah
Imrohatin
Lia Nurshohifah
Samsul Marpitasa
INTERLANGUAGE:
THE NATURE, THE ISSUES, AND THE PEDAGOGICAL IMPLICATION
the
characteristics
of
Interlanguage,
factors
affecting
I. What is Interlanguage?
The term interlanguage was initially proposed by Larry Selinker stated
that interlanguage is a linguistic system that is used by the L2 learners and it is
influenced by the L1 (mother tongue).
language, the learners build their own system of language which is different from
their L1. For the first concept, interlanguage can be defined as a half way house
between L1 and L2. L1 can be said as a language source which contains the first
1
the term 'Chameleon' was firstly introduced by Elaine Tarone in 1972 as an analogy of
Interlanguage Process. See E. Tarone, Interlanguage as Chameleon: Language Learning Vol. 29,
No. 1, 1979, pp. 181-191
2
Rod Ellis, Second Language Acquisition, (New York: Oxford University Press., 1997),
p. 33
material and mix with the target language gradually. The result is new and
different. It is neither L1 nor L2, but something in between.
Saville-Troike named interlanguage as transfer, meaning a transition of
prior knowledge from L1 to L2, as one of the processes that is involved in
interlanguage development.3 Further, she identifies two types of transfer: positive
transfer and negative transfer. Positive transfer occurs when an L1 structure or
rule is used in an L2 utterance and that use is appropriate or correct in the L2.
Meanwhile, negative transfer occurs when when an L1 structure or rule is used in
an L2 utterance and that use is inappropriate and considered an error. (the issue
of errors will be discussed later on section V). In this process of transfer, the
aspects of language involved are vocabulary, pronunciation, grammar, and all
other aspects of language structure and use.
There are five central processes that exist central to second language
learning. first, language transfer; second, transfer of training; third, strategies of
second language learning; fourth, strategies of second language communication;
and fifth, overgeneralization of TL linguistic materials.
(language transfer), some of the rules in the interlanguage system may be the
result of transfer from the learners first language. The learners use their mother
tongue to create their own language system. And this is not an error but the
process that must be passed by the learners when they learn the second language,
for example: Today was really tired. In the second process (transfer of training),
some of the components of the interlanguage system may be the result from
transfer of specific elements through which the learners is taught the second
language. In the third process (strategies of second language learning), some of
the rules in the learners interlanguage may be the result from the application of
language learning strategies as a tendency on the part of the learners to reduce the
discoverable by analyzing the language that is used by the learner at that time
what he or she can produce and interpret correctly as well as errors that are
made.
2) Dynamic. The system of rules which learners have in their minds changes
frequently, or is in a state of flux, resulting in a succession of interim
grammars. Selinker views this change not as a steady progression along a
continuum, but discontinuous progression from stable plateau to stable
plateau.
3) Variable. Although the IL is systematic, differences in context result in
different patterns of language use.
4) Reduced system, both in form and function. The characteristic of reduced form
refers to the less complex grammatical structures that typically occur in an IL
compared to the target language (e.g. omission of inflections, such as the past
tense suffix in English). The characteristic of reduced function refers to the
smaller range of communicative needs typically served by an IL (especially if
the learner is still in contact with members of the L1 speech community).
conclude
such
influence
from
perspectives
of
social,
discourse,
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 1997), pp.
37-71
1.
2.
3.
foreign language settings when most learners primary contact with the L2 is in a
classroom.
B. Discourse Aspects of Interlanguage
Through this aspect, Rod Ellis suggested the role of input and interaction and
the role of output in L2 acquisition as follow:
5
The role of input and interaction in L2 acquisition can be viewed from the
perspectives of some prominents:
1) Behaviorist views language learning determined from environment. It is
controlled from the outside through stimulus and the reinforcement.
2) Mentalist suggests the importance of the learners black box. Learners are
already equipped with brain ability to learn language and that they need
minimal exposure to the acquisition.
3) Interactionist emphasizes the importance of both input and internal language
processing.
Foreigner talk means the language that native speakers use to speak with nonnative speaker. There are two type: (1) grammatical, and (2) ungrammatical.
Various types of modification to assist interlanguage development:
1)
2)
3)
4)
L1 Transfer
L1 transfer is the influence that the learners L1 exerts over the acquisition of
an L2. The influence can be seen as: (1) sources of error in learner
language/negative transfer, (2) facilitation of L2 acquisition/positive transfer,
(3) avoidance, and (4) overuse.
2.
Schmidt
distinguishes
the
term
consciousness
into
(1)
Typological Universals
2.
Universal Grammar
language, and that they need stimulus, positive and negative evidence.
4.
language acquisition is easy and complete and beyond which it is difficult and
typically incomplete.
5.
Access to UG
a.
Complete access is that the learners begin with the parameter settings of
their L1 but subsequently learn to switch to the L2 parameter setting, and
that full target language competence is possible and no critical period lies.
b.
c.
Partial access is that learners only have some parts of UG. L2 acquisition is
partly regulated by UG and partly by general learning strategies.
d.
Dual access is that adult L2 learners make use of both UG and general
learning strategies, and that they can be fully successful providing they rely
on UG.
6.
Markedness refers to the general idea that some structures are more
natural or basic than other structures. Research shows that learners are mre
likely to acquire a frequent but marked structure before an infrequent but
unmarked structure than vice versa.
children begin to learn their L1 at the same age, and in much the same way,
whether it is English, Bengali, Korean, Swahili, or any other language in
the world.
children master the basic phonological and grammatical operations in their
L1 by the age of about five or six, as noted above, regardless of what the
language is.
9
children can understand and create novel utterances; they are not limited to
repeating what they have heard, and indeed the utterances that children
produce are often systematically different from those of the adults around
them.
there is a cut-off age for L1 acquisition, beyond which it can never be
complete.
acquisition of L1 is not simply a facet of general intelligence. 10
The initial state of L1 learning thus is composed solely of an innate
capacity for language acquisition which may or may not continue to be available
for L2, or may be available only in some limited ways. The initial state for L2
learning, on the other hand, has resources of L1 competence, world knowledge,
and established skills for interaction, which can be both an asset and an
impediment. In addition, White11 stated that In L1 acquisition, UG is the initial
state, determining, in advance, the form and the functioning of language-particular
grammars.
10
happening. All L2 learners will go through this state before reaching the final
state. There is similarity in the development of both L1 and L2 is largely
systematic, including predictable sequencing of many phenomena within each and
some similarity of sequencing across languages, and in the fact that L1 and L2
learners both play a creative role in their own language development and do not
merely mimic what they have heard or been taught.12
The language ability develops as the age of the learner gets older. Contrast
to this, the development of learner language (or interlanguage) for L2 learners
occurs at an age when cognitive maturity cannot be considered a significant
factor; L2 learners have already reached a level of maturity where they can
understand and produce complex utterances in their L1, and level of maturity is
not language-specific. Processes other than maturation must be involved to
explain development in SLA. In other words, this phase could happen either in
young learners or adults, depending on the language maturity they have
encountered.
There are two possible processes in this intermediate state, namely
positive transfer and negative transfer. The first occurs when structure or rules in
L1 is used correctly in L2, and this supports L2 learning because an L1 structure
or rule that also works for L2 are not needed to be learned. The latter occurs when
the structures or rules in L1 are incorrectly used in L2, thus it impedes the
ongoing process to the final state.
C. Final State
The final state represent the end of the product of language transfer, which
is the outcome of L1 and L2 learning. In the L2 context, L2 final state is native, or
native-like competence (although it might be impossible that one could be native
for his L2). If the intermediate state undergoes positive transfer, some learners
reach near-native or native-like competence in L2 along with native
12
11
V. Issues in Interlanguage
During the process of interlanguage or the transitional competence, some
issues emerge as the consequence of a transfer between the first language
acquisition into the target language acquisition. In a smaller context, the issue is
related to the acquirers side or the learners, relating to errors, mistakes, learning
strategies and fossilization. These errors and fossilization are as the influence
from either the first language (mother tongue), the lack of input, or the lack of
reinforcement which in Savoille-Troike13s term is S-R-R (Stimulus Response
Reinforcement). In the broader one, the issue is related to the outer aspects of the
learner himself, namely the new varieties of English, also known as World
Englishes. Each of issue is defined as follows.
a. Interlanguage vs. Errors and Fossilization
Errors are distinguished from Mistake, where errors mean the errors
reflect gaps in a learner's knowledge, occur because the learner does not know
what is correct. Mistakes reflect occasional lapses in performance, occur because
the learner is unable to perform what he or she knows.14 As an example, in past
tense sentences, when a learner consistently used goed as the past verb for go
due to his unknowness that went is the correct past verb from gothis can be
considered as an error. However, when the learner have learnt about the past verb
13
12
15
S.P. Corder, Error Analysis and Interlanguage, (Oxford: Oxford University Press,
1982), p. 65
16
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 1997), pp.
15-19
13
17
Zhang, M., Error Analysis and Interlanguage. FOCUS, 2003, pp. 85-94 available at
http://citeseerx.ist.psu.edu/
18
S. Pit. Corder, Error Analysis and Interlanguage, (Oxford: Oxford University Press,
1981)
14
15
ibid
16
the learning, or to seek help or support from the learning community the learners
are in.
Ellis draws the triangle of correlation among the learning process, learning
strategies, and learning strategies as follows: 24
24
Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University
Press, 1995), p. 473
17
Interlanguage (IL). 25 It is then quite bias on the basis of who deserve to give this
judgement. Who are the natives? Are they the British, the Americans, or the
Australians? In fact, in these English speaking countries themselves, the variaties
of English also happen as the effect of local dialects, accents and other social,
sociolinguistic, and or political factors.
English was spread into a total of four diaspora.
26
English was spread over the rest of British Isles followed by the second diaspora,
to the North America, Australia, and New Zealand. The third one was to
colonialized countries namely India, Singapore, Phillipines, and Nigeria where
English is institutionalized as the formal second language. The fourth diaspora
was spread to the countries like China, Japan, Korea, Brazil, Germany, Saudi
Arabia, and other countries where English is spoken as the foreign language. Due
to these diaspora of spread of English to the world, it emerges new varieties of
English all around the world. In India, English is spoken in Indian way. The same
thing happens in Philippines, Hongkong, Egypt, Singapore, or Nigeria. Within
this non-native English varieties, deviation of English is inevitable. Therefore,
Interlanguage (IL) in these varieties cannot be compared with the relative ongoing
stability of indigenous varieties of English.27
This diaspora then raise an issue asking which English is native? Is
Indonesian-English is an interlanguage, or just a new variety of English?
VI. Pedagogical Implication of Interlanguage
Some above mentions issues in Interlanguage (errors, fossilizations,
learning strategies, and varieties of English) bring some implications for
pedagogical practice.
25
18
28
19
acquisition. In this case, Krashen made a model for foreign language teaching as
follows. 29
2)
29
20
3)
4)
5)
Should grammar instruction be intensive (e.g., cover a single grammatical structure in a single lesson) or extensive (e.g., cover many
grammatical structures in a single lesson)?
6)
7)
8)
21
22
Selection:
In morphology * My friend is oldest than me.
In syntax * I want that he comes here.
Ordering:
In pronunciation * fignisicant for significant; *prulal for plural
In morphology * get upping for getting up
In syntax * He is a dear to me friend.
In lexicon * key car for car key
Some researches on error analysis in teaching are commonly addressed
into these areas. studies regarding errors are carried out in order to (i) identify
strategies which learners use in language teaching, (ii) identify the causes of
learner errors, and (iii) obtain information on common difficulties in language
learning as an aid to teaching or in development of teaching materials.34 The
implication of error analysis to language teaching can be viewed from the aspect
of language teachers and syllabus designers. These are some implications
proposed by Erdogan:35
34
J.C. Richards, et al., Dictionary of language teaching and applied linguistics, (Essex :
Longman, 1992)
35
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching. Mersin
University Journal of the Faculty of Education.Vol. 1, Issue 2, December 2005, pp. 261-270
36
S.P. Corder, Error analysis and interlanguage, (Oxford, Oxford University Press, 1987)
23
37
In other words,
analysis of second language learners errors can help identify learners linguistic
difficulties and needs at a particular stage of language learning. It is essential for a
syllabus to provide with the needs for learning appropriately and errors are
important evidence for that.
Reconsidering de Sausures principle that language is a self-contained
system in which each part is systematically related to another part, it requires that
learning of some new item requires the learning of all items that are already
studied. Consequently, this requires the necessity for a cyclical syllabus in
language learning.
37
M.H. Keshavars, Contrastive analysis and error analysis, (Tehran: Rahmana Pub,
1997)
24
References
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