INTERLANGUAGE IMPLICATION TO PEDAGOGY

Febby

Introduction

Interlanguage theory believes that when an L1 speaker learns L2, it occurs through several stages in
which the structure of L1 intermixed with that of L2 before the learner fully acquire L2. To put it simply,
interlanguage has great effects on second language acquisition and therefore should be considered in
SLA teaching and learning process. This paper discusses how interlanguage influence language learning
and the pedagogical implications of interlanguage.

Discussion

Experts proposes that interlanguage is a state or a process of learning second language in which the
learner applies L1 rules (syntax, grammar, semantics) into L2 before the learner fully acquire L2
(Selinker, 1972; Scovel, 1988; Han, 2004; Han and Tarone, 2017). Since interlanguage is an inevitable
process, it has great impact on language learning. Firstly, it affects how an individual learns second
language through several concepts such as fossilization, errors, and learning strategies. Secondly, it
affects how teachers/instructors teach second language.

In terms of language learning, interlanguage will produce a lot of errors during language production by
the learner. For example, the learner may apply L1 sentence structure or grammatical structure using L2
vocabularies such as in this sentence: “I am graduate UPI” (which should be “I graduated from UPI”).
Such errors may discourage the learner to learn further if not handled carefully. Another way
interlanguage affects language learning is through fossilization. Phonological fossilization, for example, is
a condition where learner’s phonological capabilities stops at certain extent which may cause him/her to
be unable to pronounce certain sounds in L2. This also may discourage learner from learning L2 if not
handled carefully. Learning strategies are also affected by interlanguage. For instance, a learner may
focus on acquiring vocabularies first before learning grammar, or he may learn L2 in a
holistic/comprehensive way by using it in daily life.

In turn, interlanguage affects the way we teach L2. Some pedagogical implications of interlanguage are:

a. Awareness of learner’s level of interlanguage and be very patient and careful to teach L2
according to that level. In other words, language instruction should be heavily focused on
learner’s interlanguage level.
b. Grammar teaching should be reconsidered. It should be done through providing comprehensible
input, through inductive grammar teaching, through interactive and communicative grammar
teaching, through friendly corrective teaching, and through providing supportive environment.
c. Incorporating error analysis in syllabus design and in classroom instructions.

Conclusion

Interlanguage affects the way learners learn L2 through fossilization, errors, and learning strategies.
Pedagogical implications of interlanguage are, among others, the way language instructions should be
tailored (i.e. focusing on learner’s interlanguage level), reconsideration of grammar teaching, and the
incorporation of error analysis in syllabus design and in classroom instructions.