Professional Documents
Culture Documents
The
Concept of Interlanguage. The treatment of Error.
1. Introduction
babbling of older babies, and we share in the pride and joy of parents whose one-
year-old has uttered the first “mommy” or “daddy”. Indeed, learning a language is
an amazing feat, one which has attracted the attention of linguists and
psychologists for generations. How do children accomplish this? On the other hand
how do adults acquire a second or foreign language? The answer to these questions
helps to solve one each other and they will be the subject of the main part of this
paper.
2.1. Introduction
of more importance to development than its innate contributions. They deny that
innate contributions play any other role than providing the animal with the internal
structure which environmental factor can proceed to shape. The best known
shaped according to the stimuli that it receives from the environment. Skinner
developed some theories in his Verbal Behaviour of 1957 which were well noted,
In our role of English teachers we have to say that the S-R models little can
have excited considerable interest in some of their sources to be used for the
of cognition which assumes no innate endowment. They say that the learning is
based on processing of input, but do not believe that the input processing results in
language learning had been advanced in recent years, some other ones have been
developed and indirectly they have fallen into environmental fields of knowledge
when regarding external input for explaining language acquisition. Among the
1. Social Dominance: the fact that a learner is member of a social group which
8. Intended length of residence: The shorter the stay, the less likely it is for
One acculturation, learners are psychologically open to the TL. The first factor
means that they have enough contacts with speakers for them to acquire the
second language. In Type Two acculturation, learners are socially integrated and
ensure SLA.
Theories which have been developed being Chomsky the most important name to
an innate biological endowment that makes learning possible. Chomsky (1965), for
categories (subject, object, noun, and verb) and distinctive phonological features,
and formal universals (abstract principles governing possible rules and parameters
of human languages). In still other nativist theories, the innate endowment involves
both linguistic principles and general cognitive notions. Chomsky´s various theories
of child language development (1965, 1980, 1981) are the best known nativist
claims, and some of his ideas have been invoked (often critically) in SLA theory
construction as well.
Chomsky as noted above claims the idea that humans are innately endowed
would be impossible because the input data are insufficiently “rich” to allow
acquisition ever to occur. Chomskyan view of the input is deficient or “poor” in two
resulting from these and other pressures inherent in real time communication which
constitute inadequate data base for language learning. Some other senses have
been considered to regard input degenerate, for example when regarding first
language acquisition children´s utterances is full of mistakes and they rarely are
grammatically corrected. The same happens with second language acquisition when
native speakers do not monitor learners of that second language when using
language are unavailable to find out when they have committed a mistake when
using language. Chomsky talks about some principles and parameters innately
endowed which are responsible of correcting the settings triggered by the input.
They constitute what Chomsky calls the “core grammar” and it would be
Krashen offers another view on nativist theories through his monitor theory.
One of the best known and most influential theories of SLA in the early
1970s and early 1980s was Krashen´s Monitor Theory (MT). It was started not as a
speakers have of their own language (this happens when a native speaker of a
language says that a grammatical construction is correct or not, but he or she does
not know to explain why) that little by little it becomes adapted to SL, and the
rules, such as those for subject verb agreement, pluralizing NPs, etc. The acquired
system was typically the only knowledge source that speakers could use in real
time communication, when they were attending to meaning, not to form; the
learned system served only as a planner and editor with which to inspect, or
monitor, the output of the acquired system. The learned system was only
accessible when three conditions were met: there was time, the learner was
focused on form, and obviously the learner knew the rule. The “natural order”,
Krashen held, was the surface manifestation of the acquired system; disturbed
orders were caused by by (“big M”) Monitoring intrusion of the learned system on
performance tasks which encouraged its use, with the result that certain
morphemes governed by low-level grammar rules, like the third-person singular –s,
regular past –ed and plural –s, were supplied more accurately.
became a “theory”, Monitor Theory (MT), of (child and adult, naturalistic and
instructed) SLA. There were as many as ten “hypotheses” in the early 1980s,
initiator, while the latter acts in planning, editing and correcting when
fluency.
samples which are less complex than the learner is already capable of
dealing with may help the ego, but not to lead to interlanguage
notion to this input base. That is called I+1, that is, structures which are
one step beyond to the current stage of the speaker. Those structures
which are unknown to the learner are understood through the help of
provides the speaker with the necessary data when the input has been
obtain comprehensible input and if their affective filters are low enough
to allow the input “in”. When the filter is “down” and appropriate
continues with the assumption that the language as a “mental organ” will
times.
filter”.
Interactional theories are the most powerful ones since they invoke both
innate and environmental factors. They say that the issue of language learning is
Interactionist theories of SLA differ greatly from one another. Some, such as Givon
cognitive and linguistic theory and on findings from the discourse analyses of first
view that syntax emanates from properties of human discourse; that is, syntax has
not been issued separate from language use, it is one of the features of language
It was first used for the study of diachronic syntax, to rate the level syntax
was in a constant flux of change according to the different users of a language over
time.
Givon claims, speakers and linguistic systems move from a discourse-based,
syntacticization operates over a number of features which are contrasted across the
The Zisa´s project, one of the most important bodies of SLA research, was
carried out in the University of Hamburg in the late 1970s by using interview data
Spanish and Italian. It regards several stages. After an initial period during which
learner production consisted of isolated words and formulae they were adhered to a
developmental sequence stage. Learners did not abandon one IL rule for the next
as they traversed the sequence, but they accumulated rules, adding new ones and
used to explain the developmental stages in the word-order data, to which they are
hierarchically related, such that each new one entails and adds to the sophistication
The stages are by definition statements about what a learner can be taught
useful diagnostic resource for teachers, allowing them to identify different kinds of
both the learner´s L1 and the L2 system he is trying to learn. This research
indicated that there were strong similarities in the developmental route followed by
different L2 teachers. As a result of this research, it was suggested that SLA
followed a “universal” route that was largely uninfluenced by such factors as the
age of the learner, the context in which language took place, or the learner´s L1
background.
interlanguage refers to the structured system which the learner constructs at any
Nemser (1971).
suggested that both L1 and L2 learners make errors in order to test out certain
hypotheses about the nature of the language they are learning. Corder saw the
accounts of learning, where imitation and repetition where the key to learning.
1) Language transfer
3) Transfer of training
4) Strategies of L2 learning
5) Strategies of L2 communication
Selinker also noted that many L2 learners fail to reach target language
competence. They stop learning when their interlanguage contains at least some
rules different from those of the target language system which are apprehended as
patterns. He referred to this as fossilization. Fossilization come to occur when the
learner thinks that he does not need his interlanguage any further in order to
the neural structure of his brain as a result of age restrict the operation of the
because of inner resistance of the speaker; this resistance can take place
consciously or unconsciously.
Interlanguages are variable, they are also systematic. And most of them
a concept different from EFL-English as a Foreign Language-is the label that English
which linguistics forms, rules, and items are acquired in the first-or second-
English:
later.
The widely held belief in the 1950s and 1960s was that the L1 played a
decisive negative role in SLA, termed interference, and that this interference could
similarities between native and target languages tend to cause many problems,
4.1. Introduction
Before introducing the concept of error, we have to regard that for the study
of SLA contrastive analyses have been used. They were motivated by the prospect
of being able to identify points of similarity and difference between particular native
languages (NLs) and target languages (TLs), believing that a more effective
A linguist called Lado justified the usage of the contrastive analysis in his
work of 1957, he stated that individuals tend to transfer the forms and meanings
and the distribution of forms and meanings of their native language culture to the
foreign culture when attempting to speak the language and to act in the target
culture. So, any researcher should be familiarised with the contrastive analysis
since the major part of errors come from the interference that the native language
systematic deviation made by learners who have not yet mastered the rules of the
L2. In the following schema we are stating some of the most typical errors uttered
acquisition of English by Spanish speakers regarding all those concepts that could
be graded according to the difficulty they present. The following table represents the
4.4. Correction
During the stage when students are asked to repeat and practise a certain
number of models, there are two basic correction stages: showing incorrectness
techniques.
This means that we will indicate to the student that a mistake has been
made. If the student understands this feedback, he or she will be able to correct
the mistake and this self-correction will be helpful as part of the learning process.
has just said by using the word “again” with a questioning intonation,
the point where the mistake was made. Echoing in this way is
3) Denial: We can simply tell the student that the response was
discouraging.
the class to answer our question. This has the advantage of focusing
For showing incorrectness once the teacher has realized that the usage of
techniques:
1) Student corrects student: We can ask if anyone else can give the correct
response. We can ask if anyone can “help” the student who has made the
good for that student´s self-esteem. However, the student who originally
made the mistake may feel humiliated if this technique is used insensitively.
the charge of correction because the students are extremely mixed-up about
what the correct response should be. In that case we can re-explain the
appropriate when we see that the majority of the class are having the same
suggested above, we ask the student who originally made the mistake to give us a
correct response.
When students are involved in activities that demand some kind of creativity
or in doing a drill-type activity (asking and answering some questions for example)
and they commit an error another possibility of correction is seen, this is gentle
correction. This involves showing the student that something is wrong, but not
making a great fuss of it, and not asking for repetition. It also means telling the
students what went right. Where they have achieved a successful outcome, or
whether they have used good, appropriate language, they need to be told this. If
so, the learning process will be one with low affective filter.
5. Conclusion
in the theme that we have exposed. So, regarding our role as English teachers we
have to take into account the difficulties that have been realized during the
exposition of the topic and deal with all the possible solutions that have also been
English as a second language consists of. This is the reason why different theories
revolved around that fact have been proposed, dealing with nativist,
what is more relevant for him of them, taking into account all the actions that are
going to be carried out by a teacher in order to fulfil some objectives, to know all
what is essential about the background of these actions. And how them have been
previously studied and worked upon by some other linguists in search of accuracy.
learner, even the teacher will be in a stage of the interlanguage and has to facilitate
the students to follow the convenient steps to be able to go across the different
stages, once the teacher has been in that same stage of the interlanguage students
are in this very moment, and once the teacher has been a student too.
And finally the most important concern that has been stated in the theme
deal on education, since capabilities of the student dealing with their affective
status, and their comprehension of correctness towards error are completely linked