CHAPTER 3

CHAPTER 3

INTERLANGUAGE

To understand what is meant by interlanguage we need to briefly consider behaviorist theory and mentalist theory.

1.      Behaviorist Theory

It says that language learning is like any other kind of learning in that involves habit formation. Habits are formed when learners respond to stimuli in the environment and subsequently have their responses reinforced so that they are remembered. Thus, a habit is a stimulus-response connection.

2.      Mentalist Theory

From a preoccupation with the role of “nature” (how environment mental factors shape learning), researchers switched their attention to “nature” (hoe the innate properties of the human mind shape learning). This new paradigm was, therefore, mentalist (or nativist) in orientation.

1960s and 1970s this theory said that:

a.       Only human beings are capable of learning language

b.      The human mind is equipped with a faculty for learning language, referred to as a language acquisition device. This is separate from the faculty (for example, logical reasoning)

c.       This faculty is the primary determinant of language acquisition

d.      Input is needed, but only to “trigger” the operation of the language acquisition device

What is Interlanguage?

American linguist, Larry Selinker, in recognition of the fact that L2 learners construct a linguistic system that draws, in part, on the learner’s L1 but is also different from it and also from the target language.

The concept of interlanguage involves the following premises about L2 acquisition:

a.       The learners construct a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rules is viewed as “mental grammar” and is referred to as an interlanguage.

b.      The learner’s grammar is permeable. That is, the grammar is open to influence from the outside. It is also influenced from the inside.

c.       The learners’ grammar is transitional. Learners change their grammar from one time to another by adding rules, deleting rules, and restricting the whole system.

Interlanguage continuum        :learners construct a series of mental grammar or interlanguages as they gradually increase the complexity of their L2 knowledge.

d.      Some researchers have claimed that the system learners construct contain variable rules. They argue that learners are likely competing rules at any one stage of development. Other researchers argue that variability reflects the mistakes learners make when they try to use ir knowledge to communicate.

e.       Learners employ various learning strategy

f.         The learners’ grammar is likely fossilize

A Computational Model of L2 Acquisition

It implies that the human mind functions like a computer. 

 INPUT ----> INTAKE-----> L2 KNOWLEDGE ---->OUTPUT

The learner is exposed to input, which is processed in two stages. First, parts of it are attended to and taken into short term memory. These are referred as intake. Second, some of the intake is stored in a long term memory as L2 knowledge. The process responsible for creating intake and L2 knowledge occur within     the black box of the learner’s mind where the learner’s interlanguage is constructed. Finally, L2 knowledge is used by learners to produce spoken and written output.

The L2 knowledge’s component can be broke up into two or more components to reflect the different kinds of knowledge learners construct (for example, explicit knowledge about language and implicit knowledge  of language). 

CHAPTER III

QUESTIONS:

1.      What is the meaning of grammar is likely to fossilize in page 34. Could you give example of it?

2.      From a person who is not given a good change to practice his/her English, do you think that it will form different habit formation of his/her L2 acquisition, give explanation.