When there is evidence of interlanguage transfer, how does this relate to influence from the first

language?
Indonesian learners learning English are likely to make errors leading to their interlanguage
production. The errors they make are due to the influence from first language transfer. That
being said, the evidence of interlanguage transfer is a result of students’ tendency in applying
knowledge from the first language to the second language that causes inaccuracy in speaking or
writing.

Errors in SLA can be categorized into two: transfer errors and developmental errors. Transfer
error reflects the influence of NL, whereas developmental errors involve the sort of errors as a
result of overgeneralization or simplification of TL rules. It is predicted that the kind of errors
made by L2 learners is dependent upon their level of proficiency. Beginning learners may rely
much on their NL linguistic knowledge, while advanced learners have acquired a certain amount
of TL knowledge, and this becomes a potential source of errors.

The frequency of errors varied due to the different text types assigned to the students. The most
frequent errors were on the use of verb tense, word choice, and sentence structure. Solano et al.
(2014) studied the influence of Spanish on the Ecuadorian students’ English writing. The results
indicate that English grammar and vocabulary were the linguistic areas that suffered the highest
level of NL interference

Transfer errors and developmental errors.

Interlingual errors are those resulting from the influence the learner’s NL or
external factors, whereas intralingual errors are the ones resulting from the TL
system itself or internal factors
Students tend to transfer The first language transfer here becomes

IL may fossilize, i.e. the learner’s IL system stops to develop to achieve a full native-
like grammar; and (6) IL is permeable or is open to influence from

erroneous sentences
The alternative term for IL is “learner language” which refers to “the oral and
written language by L2 learners” (Ellis and Barkhuizen, 2005, p.4).

neither those of native language or NL (Indonesian) nor the target language or TL

(English). They contain linguistic elements of both Indonesian and English as in the
following sentences
The fourth category is the use of conjunction as seen from Table, it is found that the example
taken from the students’ composition contain error in regard to the incorrect use of conjunction.
The example represents the inappropriate way of combining the two clauses with the conjunction
and. However the correct conjunction is but. Next, The fifth category is the use of English verb
tense. In English, verb denotes an action, and the action has the time relationship with the doer of
the action. According to the findings, there are two verb tense errors. First is the addition of BE
in the present appeared in the example taken from the data, such as “I love my parents because
they are understand me”; the correct one should be “I love my parents because they understand
me”, also the second is the use of present tense in the place of past tense commonly occurred in
the students’ IL production, for example “I have unforgettable experience when I date someone
special in junior high school”; the correct one should be “I had unforgettable experience when I
dated someone special in junior high school.” The sixth category is error in pronoun. Indo EFL
learners generally use subjective pronoun properly but not the other types of pronouns. As in “I
have two sisters, I love they so much”, the pronoun used is incorrect. The subjective pronoun in
this sentence is wrongly used in different syntactic functions. The correct pronoun for the
sentence should be objective pronoun, which is “them”, whereas in the case of “my sister likes to
play with his Barbie doll,” the error occurs because of over generalizing possessive pronouns.
It’s because his and her are being used interchangeably in Indonesian, by exercising “–nya”. The
correct possessive pronoun is “her.”
Lack of Tense Consistency
Lack of consistency cannot solely be attributed to the lack of grammatical
competence of non-native users of English. In regard with that, lack of tense
consistency, apparently, is not a new phenomenon found in L2 learners’ written
productions. In the Indonesian context, many of the eighth-grade participants in the
study by Muhsin (2016) also made errors in using tenses. As Bahasa Indonesia, the
Indonesian language, which is the learners L1 in both studies, does not have the
concept of tenses in relation to verb conjugations, this might also play a role. In the
Indonesian language, a verb will not change form even if the time reference changes.

native language transfer,

overgeneralization (the application of a grammatical rule in cases where it doesn't apply. )
or simplification
It was found that most of the 40 students’ works contained errors in regard to lack
of tense consistency. This is a type of error in which learners inappropriately use
certain tenses in clauses or sentences. As seen from Table 1, the learners at times
used the past tense when they were required to use the present tense, and vice versa,
they used the present tense while they were required to use the past tense. With
regard to this phenomenon, Schachter (1996) in Han (2002) stated that even
“fluent” non-native users of English will produce inconsistencies in the use of tenses
on a random basis. She further speculated that the lack of tense consistency cannot
solely be attributed to the lack of grammatical competence of non-native users of
English. In regard with that, lack of tense consistency, apparently, is not a new
phenomenon found in L2 learners’ written productions. In the Indonesian context,
many of the eighth-grade participants in the study by Muhsin (2016) also made
errors in using tenses. As Bahasa Indonesia, the Indonesian language, which is the
learners L1 in both studies, does not have the concept of tenses in relation to verb
conjugations, this might also play a role. In the Indonesian language, a verb will not
change form even if the time reference changes.
IL is variable in a sense that at any stage of development the learner employs
different forms for the same grammatical structure;
IL is the product of various learning strategies such as native language transfer,
overgeneralization or simplification
Possible cause of influence
The dominant native language influence was on vocabulary (i.e. Indonesian
borrowings) and the target language influence was on grammar (i.e. verb tenses).
The native language influence had a little lower frequency compared with that of
the target language. The main source of the influence was their possession of two
language systems in their mind was activated regardless of their intention to use one
language only. The native language influence was due to the good mastery of the
native language and the limited knowledge of the target language.

To more completely understand language transfer, it is necessary to go beyond the NL

and the TL. In this section we focus on interlanguage transfer and attempt to integrate it
into our overall concept of language transfer

Does the gradually acquired knowledge of a language beyond the second make a
difference in the types of transfer seen?

How is knowledge of a prior interlanguage used (or not used) in the addition of a third,
fourth, or fifth language?

Lexicon is the inventory of words in a language. Grammar is the arrangement of words. Therefore, a
lexical error is an error in the choice of words, whereas a grammatical error can simply be an error in
how the words are arranged.
To put it another way, a lexical error can be resolved simply by exchanging an
inappropriate word for a better one, with no change to the order of words and no need
to add or subtract other words around. A grammatical error must be resolved by
changing word order or by adding or removing pieces that make up the appropriate
sentence structure.

what are the principles that block native language transfer in the domain of multiple
language acquisition and that encourage (or discourage) fossilization? What principles
(other than those discussed earlier) have been suggested for the facilitation of
interlanguage transfer and the often concomitant blocking of native language transfer?

The cows eat grass

Native speakers of English use various cues to determine that the cows is the subject of
the sentence and that the grass is the object. First, a major determining cue in
understanding this relationship is word order. Native speakers of English know that in
active declarative sentences, the first noun or noun phrase is typically the subject of the
sentence. Second, knowledge of the meaning of lexical items contributes to correct
interpretation (cows eat grass rather than grass eats cows). Finally, morphology (in this
case, subject–verb agreement) contributes to interpretation because the plurality of the
cows requires a plural verb (eat)

The grass eats the cows.

Here, English speakers are surprised; there is competition as to which element will fill the
subject slot. Using word order as a cue, the grass should be the subject; using meaning
and animacy as cues, the cows is the most likely subject;
a meaning-based comprehension strategy takes precedence over a grammar-based
one. Learners whose native language uses cues and cue strengths that differ from
those of the target language are presented with sentences designed to present
conflicting cues and are asked to determine what the subjects of those sentences are.

On the other hand, Italian speakers learning English and Japanese speakers
learning English maintain their native language meaning-based cues as primary, not
readily adopting word order as a major interpretation cue. This is because under
certain circumstances, their native language word order can be VSO. So they drop
their strong use of word order cues and adopt meaning-based cues as a major cue in
interpreting Italian and Japanese sentences.
Although the tendency of learners to adopt a meaning-based strategy as opposed (sbg
lawan) to a grammar-based one is strong, there is also ample evidence that learners first
look for those cues that are dominant in their NL as their initial hypothesis

Many external variables (such as the specific task required of a learner, social status
of the interlocutor, the relationship of the interlocutors to one another, gender
differences, and so forth) affect learner production and the developing
interlanguage system.
Redundantly (berlebihan)
there is less likelihood of -s marking on the noun.