Magbibigay ng impormasyon, maihatid ang mensahe, palawakin ang kaalaman at pang intindi sa mga

mapanuring tagapakinig, Ano nga ba ang tungkulin ng mga guro sa wika?

Isang makabuluhang araw ang aking pagbati sa inyong lahat ako si Bb. Mica o. Nugal na naglalayong
ipahayag sa inyo ang aking talumpati tungkol sa tungkulin ng Guro ng wika sa pagkatuto gamit ang wikang
ingles at Filipino.

Guro para sa pagkatuto

Guro ang siyang pangalawang magulang sa labas ng tahanan, ang propesyong ito ay di biro nangangailangn
ng pasyon sa pagtuturo, pasensya pagmamahal, at kaalaman. Pinag-aralan ng apat na taon, apat na taon
na pagsusumikap para sa pangarap. Isa sa mga pagsubok ng ating mga guro ay ang paggawa ng banghay-
aralin na sandata nila sa pagtuturo at gabay para sa mag-aaral sa sapagkatuto, dito nakapaloob ang
kognitibo, apektibo at kinestitik na Gawain, may layunin, mga pagtataya at ebalwasyon o resulta sa
pagiging guro nila. .

Ang maging guro ay di biro sa lahat ng aspeto, pangunahing adhikain nito ay ang matuto ang kanyang mga
estudyante, tungkulin nitong maipahayag ng mabuti ang buong kaalaman na ituturo para sa pagkatuto ng
mga mag-aaral sa loob ng klase. sa iba’t ibang aralin na kanilang pipiliin, sa mga asignaturang kanilng
itinuturo ano nga ba ang epektibo sa pagkatuto, ang paggamit ba ng wikang ingles o wikang Filipino?

Sa isang aklat ni Paquito b. Badayos na Metodolohiya sa pagtuturo ng wika maraming mga simulain, mga
hakbang, mga salik sa matagumpay sa kung paano ang pagtuturo at pagkatuto ng wika sa ating mga bata.

Mula sa kabanata esa sa pahina tatlo ang pagtuturo at pagkatuto ng wika maging sa Filipino o ingles man
ay palagi na itong naka sentro. Naka sentro sa pagplapalno sa pagkatuto at paano ituturo na maging
epektibo. mahalagang isipin natin bilang guro ang tungkol sa mga batang ating tuturuan: kung sino sila?
Saan sila galing? Ano ang alam nila? Anong mga motibasyon nila sapag-aaral ng wika? Ano ang palagay nila
sa wikang? Paano sila natututo? Saan sila mas natututo wikang ingles ba o wikang Filipino. O maari ding
magkahalo depende sa saang bagay gagamitin ito, maaaring sa pagpapaliwanag, pagbabahagi, paggawa ng
mga solution, pagbuo ng ideya o depende sa asignatura.

Ang pagtuturo ng wika sa mga bata ay hindi basta nagaganap sa pamamagitan ng pagbibigay ng maraming
karanasang pang wika. Kailangan ng guro ng tanging kasanayan na kaiba, May mga kategorya na maaring
makatulong sa guro sa mga teknik at estratehiya sa pagtuturo ng wika maaring intelektwal na pag-unlad na
kailangn isaalang-alang ang mga limitasyon, may panahon ng kanilang pagkawili, may iba’t ibang
damdamin o pagpapagawa tulad ng role playing .. Hindi biro ang maging epektibong guro ng wika.
Inaasahan sa pagdaraan ng mga araw na ang pagkatuto ng mga bata ay nagbabago, sapagkat alam naman
natin na ang wika ay dinamiko.

ayon sa pag-aaral ni Amamio L. (2000) sinabi niyang mas magandang gamitin ang wikang ingles bilang
midyum ng pagtuturo, dahil mas maipapaliwanag ang ideya at konsepto sa mas madaling paraan., sapagkat
karamihan sa mga pilipino ay madalas gumamit ng internet na ang lingguhe ay ingles tulad na lamang sa
asignaturang matematika mahirap intindihan ang asignatura sa wikang filipino diba??

Ayon sa pag-aaral na isinagawa ni Amamio L. (2000) na may pamagat na

Attitudes of Students, Teachers, and Parents of RVM schools in Metro Manila Toward
English and Filipino as Medium of Instruction na natagpuan ng mananaliksik sa
artikulo ni Associate Professor Romeo Y. Martin ng University of the East na may
titulong English as Medium of Instruction in the Philippines, ang mga estudyante at
mga kaguruan ay mas piniling gamitin ang wikang Ingles sa pagtuturo dahil sa ito ay
madaling gamitin sa pagpapaliwanag ng mga ideya at konsepto samantalang ang
mga magulang naman ay mas pinili ang Filipino dahil sa wikang ito ay naipaparating
ang nais ipabatid at ito rin ang wika kung saan sila ay nagkakaunawaan. Ito ang
natuklasan sa pag-aaral na ginawa na mayroong suliranin kung ano ang atityud ng
mga magulang, estudyante at guro ukol sa paggamit ng Ingles bilang midyum sa
pagtututuro.
Ayon sa pag-aaral na kanyang isinagawa na pinamagatang “Attitudes of Students, Teachers, and
Parents of RVM schools in Metro Manila Toward English and Filipino as Medium of Instruction na
natagpuan ng sa artikulo ni Associate Professor Romeo Y. Martin ng University of the East na may
titulong English as Medium of Instruction in the Philippines, ang mga estudyante at mga kaguruan ay mas
piniling gamitin ang wikang Ingles sa pagtuturo dahil sa ito ay madaling gamitin sa pagpapaliwanag ng
mga ideya at konsepto samantalang ang mga magulang naman ay mas pinili ang Filipino dahil sa wikang
ito ay naipaparating ang nais ipabatid at ito rin ang wika kung saan sila ay nagkakaunawaan Ang
wikang Filipino at wikang Ingles ay magkatulad na nakakaapekto sa larangan ng pagtuturo, dahil sa iba’t –
ibang istilo o paglalahad nito.

Ito ay nakakaapekto sa mga mag-aaral dahil dito naka salalay ang edukasyon upang maintindihan at
maunawaan pa lalo ng mga estudyante. Ang wikang Filipino at ang wikang Ingles ay nagagamit sa
pagturo sa mga paaralan at nakakatulong sa pagkatuto ng mga mag-aaral para magkaroon ng malawak
na kaalaman.

Ang tungkulin ng guro bilang isang tagapagturo sa pagkatuto gamit ang wikang ingles at Filipino ay may
malaking epekto, may malaking tulong ito para sa ating mga mag-aaral , mas naiintindihan nila ang aralin,
mas naiintindihan nila ang kahalagahan ng wika ang bawat impormasyon na binabahagi ng mga guro . Ang
paggamit ng Filipino at wikang ingles ay may malaking tulong sap ag-aaral ng mga kabataan, Filipino ang
gamit nilang salita sa pakikipagkomunikasyon sa bawat isa, Filipino din ang nagbubuklod sa ating bansa
dahil lahat ay nagkakaintindihan, Ingles naman ang ginagamit pagdating sa mga instruction sa mga
pampaganda, pakete ng gamot, sa mall, billboard at marami pang iba.

Pangunahaing tungkulin ng guro ang pagtuturo, ang magbigay ng impormasyon sa mga paksang
tinatalakay, magpaliwang, tumugon sa mga tanung, Hindi lamang sila basta guro na tagapagturo, kundi
guro sila para sa ikakaunlad ng bawat isa, hindi naman siguro mahalaga kung anong wika ang gagamitin
niya sa pagkatuto ng mga mag-aaral , ang mahalaga ay nagampanan niya ang pagiging guro, guro na siyang
kakaiba at guro na sinumpaan niya..

Ang Wikang Filipino at Ingles ay parehong mahalaga, hindi dapat natin ito ipinagkukumpara. Wikang
Ingles na nakakatulong sa pagkuha ng trabaho at Wikang Filipino na sumisimbolo sa ating pagkapilipino.
Ang interlanguage ay ang uri ng wika (o sistema ng wika) na ginagamit ng mga nag-aaral ng
pangalawang at wikang banyaga na nasa proseso ng pag-aaral ng isang target na wika.
Ang pragmatics ng interlanguage ay ang pag-aaral ng mga paraan kung saan ang mga di-
katutubong nagsasalita ay nakakuha, naiintindihan, at gumagamit ng mga pattern ng wika (o mga
gawaing pagsasalita) sa pangalawang wika.
Ang teoriya ng interlanguage ay karaniwang kredito kay Larry Selinker, isang Amerikanong
propesor ng inilapat na lingguwistika, na ang artikulong "Interlanguage" ay lumabas sa isyu
noong Enero 1972 ng journal International Review of Applied Linguistics sa Language Teaching

Mga Halimbawa at Obserbasyon

"Ang Interlanguage ay sumasalamin sa umuunlad na sistema ng mga tuntunin ng mag-aaral, at

mga resulta mula sa iba't ibang mga proseso, kabilang ang impluwensya ng unang wika
('paglipat'), kaibahan na pagkagambala mula sa target na wika, at ang labis na paglago ng bagong
mga panuntunan." (David Crystal, Isang Diksyunaryo ng Lingguwistika at Phonetics , Ika-4 na ed.
Blackwell, 1997)

Interlanguage at Fossilization

"Ang proseso ng pag-aaral ng pangalawang wika (L2) ay karaniwang hindi pang-linear at pira-
piraso, na minarkahan ng magkakaibang tanawin ng mabilis na pag-unlad sa ilang mga lugar
ngunit mabagal na kilusan, pagpapapisa o kahit permanenteng pagwawalang-kilos sa iba. kilala
bilang 'interlanguage'(Selinker, 1972), na kung saan, sa iba't ibang antas, tinatantiya ng wika ng
target (TL). Sa pinakamaagang pagbuo (Corder, 1967; Nemser, 1971; Selinker, 1972),
interlanguage ay metaphorically isang kalahating bahay sa pagitan ng unang wika (L1) at ang TL,
kaya 'nakikipag-ugnayan.' Ang L1 ay purportedly ang pinagmulang wika na nagbibigay ng mga
unang materyales sa gusali na dahan-dahang pinaghalo sa mga materyales na kinuha mula sa
TL, na nagreresulta sa mga bagong anyo na hindi sa L1, ni sa TL. Ang pag-uunawa na ito,
bagama't kulang sa pagiging sopistikado sa pagtingin sa maraming mga mananaliksik ng L2, ay
tumutukoy sa isang pagtukoy ng katangian ng pag-aaral ng L2, na una ay kilala bilang
'fossilization' (Selinker, 1972) at sa huli ay malawakang tinutukoy bilang 'hindi pagkumpleto'
(Schachter, 1988, 1996), kaugnay sa perpektong bersyon ng isang nagsasalita ng katutubong
nagsasalita ng monolingual.
Ito ay na-claim na ang paniwala ng fossilization ay kung ano ang 'spurs' ang patlang ng
pangalawang wika acquisition (SLA) sa pagkakaroon (Han at Selinker, 2005, Long, 2003).
"Sa gayon, isang pangunahing pag-aalala sa L2 na pananaliksik ay na ang mga mag-aaral ay
kadalasang hihinto sa target-tulad ng kakayahan, ibig sabihin, ang kakayahan ng nagsasalita ng
katutubong nagsasalita, sa ilan o lahat ng mga wika ng wika, kahit na sa mga kapaligiran kung
saan mukhang masagana, ang pagganyak ay lumilitaw na malakas, Ang pagkakataon para sa
komunikasyon na kasanayan ay marami. " (ZhaoHong Han, "Interlanguage at Fossilization:
Patungo sa Analytic Model." Contemporary Applied Linguistics: Language Teaching and
Learning , ed. ni Li Wei at Vivian Cook. Continuum, 2009)

Interlanguage at Universal Gramma

"Maraming mga mananaliksik ang nagsabi nang maaga sa pangangailangan na isaalang-alang

ang mga grammar ng interlanguage sa kanilang sariling karapatan na may paggalang sa mga
prinsipyo at parameter ng U niversal G rammar, arguing na hindi dapat ihambing ng isa ang mga
L2 mag-aaral sa katutubong nagsasalita ng L2 ngunit sa halip ay isaalang-alang kung ang mga
interlanguage grammar ay natural na mga sistema ng wika (hal., duPlessis et al., 1987; Finer at
Broselow, 1986; Liceras, 1983; Martohardjono at Gair, 1993; Schwartz and Sprouse, 1994; White,
1992b). ipinakita na ang mga L2 mag-aaral ay maaaring dumating sa mga representasyon na
kung saan talaga ang account para sa L2 input, bagaman hindi sa parehong paraan tulad ng
grammar ng isang katutubong nagsasalita. Ang isyu, kung gayon, kung ang interlanguage
representasyon ay isang maaari grammar, hindi kung ito ay katulad ng grammar ng L2. "(Lydia
White," Sa Kalikasan ng Interlanguage Representasyon. " Ang Handbook ng Second Language
Acquisition , ed. ni Catherine Doughty at ni Michael H. Long. Blackwell, 2003)

Interlanguage Teorya at Psycholinguistics

"Ang ibig sabihin ng teorya ng interlanguage ay ang katotohanan na ito ang unang pagtatangka na
isaalang-alang ang posibilidad ng mag-aaral na may malay-tao na mga pagtatangka na makontrol
ang kanilang pag-aaral. Ito ang pananaw na nagsimula ng pagpapalawak ng pananaliksik sa mga
sikolohikal na proseso sa pag-unlad ng interlanguage kung saan ang layunin ay upang matukoy
kung ano ang ginagawa ng mga nag-aaral upang makatulong na mapadali ang kanilang sariling
pag-aaral, ibig sabihin kung aling mga estratehiyang pag-aaral ang ginagamit nila (Griffiths & Parr,
2001) Gayunpaman, tila ang pananaliksik ng mga estratehiya sa pag-aaral ni Selinker, maliban sa
paglipat, ay hindi pa kinuha ng ibang mga mananaliksik. " (Višnja Pavičić Takač, Mga Diskarte sa
Pag-aaral ng Bokabularyo at Pagkuha ng Wikang Banyaga . Multilingual Matters, 2008)
SUMMARY
This article discusses the phenomenon of interlanguage in the process of second language
acquisition. A number of researchers claim that the interlanguage can be characterized by
funda-
mental features like fossilization, systematicity and simplication. This article also addresses
the
problem of signicant psycholinguistic processes which inuence the evolution of interlanguage.
Key words: second language acquisition, interlanguage, fossilization
INTRODUCTION

), whereas
the phenomenon itself was identied by Corder (1967) as transitional competence. Nemser used
the
term approximative system, emphasizing that the process of interlanguage evolution shifts
towards
the target language.
T

SUMMARY
This article discusses the phenomenon of interlanguage in the process of second language
acquisition. A number of researchers claim that the interlanguage can be characterized by
funda-mental features like fossilization, systematicity and simpli cation. This article also
addresses the problem of signicant psycholinguistic processes which in uence the evolution of
interlanguage.

INTRODUCTION

The term interlanguage1 introduced by Larry Selinker (1972) refers to the independent
linguistic system which in the process of second / foreign language acquisition shows speci c,
idiosyncratic features related to the characteristics of the native language (L1) and the target
language (L2). Although the concept of interlanguage is related to the process of the second
language acquisition, Selinker indirectly refers to the concept of Language Acqui-sition Device
introduced by Noam Chomsky. This device, or a universal innate ability to acquire a language,
allows children to construct grammatical structures based on the system of rules which derive
from universal grammar (Chomsky 1964, 1965, 1975). Selinker also refers to the analogical
concept of Eric Len-1 Selinker is the author of the term based on Uriel Weinreich’s interlingual
(1953), whereas the phenomenon itself was identi ed by Corder (1967) as transitional
competence. Nemser used the term approximative system, emphasizing that the process of
interlanguage evolution shifts towards the target language.T

neberg’s latent language structure (1967). In his Critical Period Hypothesis, Len-
neberg states that unless the process of language acquisition commences before
an individual reaches adolescence, the complete acquisition of a linguistic system
at later age is not possible. At the “critical age” brain loses its high plasticity,
. In his Critical Period Hypothesis, Len-neberg states that unless the process of language
acquisition commences before an individual reaches adolescence, the complete acquisition of a
linguistic system at later age is not possible. At the “critical age” brain loses its high
plasticity, a feature that characterises the developmental period2. However, most researchers
agree that as far as the process of the second language acquisition is concerned, there only exist
the period of increased sensitivity to language, whereas age is barely one of many factors
that have an impact on successful second language acquisition (Oyama 1976; Patkowski
1980). According to Selinker, an adult who learns a second language develops a
mechanism of latent psychological structure. This mechanism may be activated when a person
makes an attempt to express something in a foreign language. Ac-cording to Selinker, the
differences between latent psychological structure and latent linguistic structure include:

1. latent linguistic structure is conditioned genetically, whereas its psycho-logical equivalent is

not an innate structure,

2. latent psychological structure does not have any point of reference in gram-matical structures of
a given language, thus it is not related to the existence of universal grammar, it may, however,
refer to other mental structures,

3. nally, latent psychological structure cannot be activated, and what is more, may appear only
in the interlanguage of a person studying a foreign language; this structure,

therefore, is not present in the process of the rst language acquisi-tion. Interlanguage can be
perceived as a continuum between the poles de ned by the native language (L1) and the target
language (L2).
Intermediate stages are characterised by instability, which can indicate not only the progress of
the development of interlanguage, but also its regress. The initial state is characterised by the
increased transfer of native language elements into the source language. It should be noted that
this tendency becomes weaker if the development of the interlanguage increases. Assuming that
interlanguage is a specic system that undergoes constant reorganisation, it may be
problematic to determine the end state of the development of interlanguage (Larsen-Freeman
2014). According to the interlanguage researchers, this speci c language exhibits certain
basic features (which will be discussed further in the article) such as: fos-silization, systematicity,
and simplication. The article also discusses selected is-sues related to the existence of
psycholinguistic processes which, according to Selinker (1972), signi cantly affect the
development of interlanguage4. FEATURES OF INTERLANGUAGEThe term fossilization,
discussed by Selinker (1972/1983), refers to the situ-ation when the acquisition of the second
language is stopped before a person has reached the level of a native user. Many researchers
claim that adults who learn a foreign language rarely reach native-like language competence. This
constitutes a fundamental difference in the process of the second language acquisition be-
tween children and adults (Tarone 2006). The process of language development among children
is nearly always successful, except for a low percentage of dis-orders. Selinker’s observations
conrm, however, that only approximately 5% of adults succeed in mastering the target language
(Selinker 1972/1983). Therefore, the question concerning the access of an adult to universal
gram-mar in the process of the second language acquisition is legitimate. In the Fun-damental
Difference Hypothesis, Bley-Vroman (1990) argues that adult learners very rarely reach native-
like language competence. He also discusses various fac-tors that differentiate the process of the
second language acquisition from the pro-cess of the rst language acquisition. The difference
between the two processes stems, rst of all, from the fact that adult learners do not have
direct access to universal grammar. Another factor is the phenomenon of fossilization, which
does not occur in the process of the rst language acquisition by children. According to many
researchers (Liceras 1986; Flynn 1987; Felix 1988), uni-versal grammar is accessible to adult
learners only through their rst language. Although fundamental changes are unlikely to occur at
the level of the establish-ing of the parameters typical of a given rst language, universal rules
typical of all natural languages should still be accessible to adult learners (Liceras 1996).4
Niestorowicz, 2014.THE PHENOMENON OF INTERLANGUAGE IN THE PROCESS OF
SECOND...

34The research conducted by Johnson and Newport (1989) analysed negative correlation
between age and the ability to achieve native-like, or nearly native-like competence in the second
language. The authors studied correlation between the age at which linguistic immersion of
immigrants from different walks of life in the United States commenced, and the successful
acquisition of the English language. The authors claim that the earlier the immersion in second
language occurs, the higher are the learner’s chances for achieving native-like competence. The
majority of the studies focused on language competence in terms of mor-phosyntax; there are also
analyses (Neufeld 1980; Flege 1984) that examine the importance of pronunciation in the
process of the second language acquisition, as well as a given language’s susceptibility to
fossilization at the phonological level. The acquisition of native-like accent in a foreign language
seems to be possible only if the process of learning begins already during childhood; this
particular linguistic aspect has neurobiological foundations (Scovel, 1988). Many researchers
(White, Genesee 1996; DeKeyser 2000) do not consider age to be an important factor affecting
successful second language acquisition. The ndings of their research reveal that people who
started learning a foreign language as adults may also develop native-like competence despite
their limited access to universal grammar. The researchers point to other factors that play an
important role in the process of the second language acquisition. Among other things, these
factors include: the motivation of a learner, linguistic abilities (such as phonetic encoding,
grammatical sensitivity), personality traits, learning strate-gies, and environmental aspects.
Discussing another feature of interlanguage – systematicity – Selinker claims that the existence of
an independent linguistic system can be con rmed by the language production of foreign
language learners. Nemser (1974: 55), who dis-cusses the interlanguage structure, claims that
the approximate system is a lin-guistic system that deviates from linguistic standards and
emphasizes its structure (or a series of consecutive structures: La1 ... n) that is different from the
native and target languages. Interlanguage shows the cohesion typical of a system, though it
undergoes constant restructuring and frequent changes. The interlanguage’s struc-tural
independence from native and target languages is manifested in the existence of elements that
cannot be related to either of the two languages (for example the realisation of /θ/ phoneme as [fθ]
or [sθ] by people who learn English)5. Corder (1971, 1981, 14–18) approaches interlanguage as a
special kind of a dialect. It is an idiosyncratic dialect that, in sociolinguistic terms, is not used by
any community. However, it reects specic and individual features of a transient language of a
person learning a second language (the author uses this term refer-ring to the language of
children and the language of people suffering from apha-5 Nemser, 1974, p. 58.TOMASZ
NIESTOROWICZ

35sia). According to Corder, the idiosyncratic dialect exhibits some typical system-atic features:
regularity, and characteristic grammar; it can be, therefore, described by rules. The author agrees
with Nemser and claims that certain similarities can be found in the interlanguage of people
learning a foreign language at elementary level and in an informal context. Corder does not
consider idiosyncratic dialect to be a system deviating from linguistic standards. He believes that
it is as a correct system equipped with its own grammar, and which can be seen also among
children who learn their rst language. Richards (1974b, 88) shares this opinion, and he does not
dene inter-language as a ‘deviated system’ unless it refers to ‘transient deviation’, as in the case
of children’s language: The learner of any L2 has a propensity to construct for himself this
interlingua, an act of linguistic creativity so natural that it would be unrealistic to expect learners to
circumvent it and proceed directly from his L1 to the native speaker’s version of the L2. (…)
Accepting the interlingua, like accepting a child’s non-standard speech, avoids the necessity to
halt the communication process for the sake of the learning process. Analysing another feature of
interlanguage, that is simplication, Corder re-fers to the categories of simpli ed linguistic
codes. They include, among others:– simpli ed language registers used in speci c
communicative situations: talking to children, referred to as baby talk; or talking to foreigners,
referred to as foreigner talk;– languages of simpli ed structures, that is languages of a pidgin
type (Hall 1966), which do not have native users and develop in communicative situations among
groups that do not share a common linguistic system;– nally, children’s language, which
develops during the process of the rst language acquisition, and interlanguage, which develops
during second language acquisition.The simpli ed linguistic codes mentioned above share similar
features such as6:– at the morphosyntactic level: elimination of redundant morphemes (gram-
matical number and gender), simplied usage of articles and personal pronouns, usage of non-
ectional forms instead of ectional ones, and simpli ed and un-changeable word order, – at
the lexical level: a limited number of lexical elements that are also char-acterized by strong
polysemy. Corder (1981, 82) claims that when referring to the process of the develop-ment of
interlanguage as a linguistic code, characterised by simpli cation, one may observe the process
of complication; this is the process of the development 6 Corder, 1981.THE PHENOMENON OF
INTERLANGUAGE IN THE PROCESS OF SECOND...
36of interlanguage that resembles the process of transformation of a pidgin into a creole
language. PROCESSES INFLUENCING THE DEVELOPMENT OF INTERLANGUAGE
Interlanguage is formed during ve psycholinguistic processes, which Selinker (1972)
associates with the existence of “latent psychological structure.” The processes that in uence the
development of interlanguage contain:

a) native language transfer,

b) transfer of training,

c) strategies of second language learning,

d) strategies of second language communication, and

e) overgeneralization of TL linguistic material.

According to Selinker, the rst process, namely language transfer at the pho-nological,
morphosyntactic and lexical and semantical levels, is an important, but not crucial, element
forming interlanguage; researchers focusing on contrastive analysis considered it to be crucial.
The contrastive analysis paradigm based on Charles Fries’ (1945) and Robert Lado’s (1957)
theories, dened native language transfer (referred to as interference) as a main source of
difculties in the process of the second language acquisition. According to Lado’s basic
assumptions, the el-ements of a native language that differ from the elements of a target language
will cause problems in the process of learning, whereas similar elements will make the whole
process easier. Adopting a sociolinguistic perspective, Weinreich (1953) uses the same term
(interference) while referring to the transfer of elements from one language to another in bilingual
situations. Selinker has been inspired by a different idea offered by Weinreich (1953, 7–8),
who observes a phenomenon called “interlingual associations”, or “inter-lingual identi cations”
when two or more languages meet. This phenomenon is related to the second language
learners’ tendency to compare phonemes, gram-matical relations, or semantic features in their
native and target languages. As far as phonology is concerned, it may refer to /b/ phoneme in the
Spanish language, which may be produced as a fricative bilabial sound [ß], and which does not
ex-ist in Polish. At the lexical and semantic level, a Spanish language learner may identify the
meaning of Spanish traducir as a Polish word tłumaczyć. This iden-ti cation is partly correct
since the Spanish word traducir signi es only written translation, whereas interpretar signi es
oral translation. Another psycholinguistic process that in uences the evolution of interlan-
guage refers to the transfer associated with teaching/learning the second language in formal
context, or formal circumstances. The role of the foreign language teacher, the choice of
methodology (learning aids, appropriate course book) may determine success of the second
language acquisition. The teacher may have a positive impact on the whole learning
process, but he/she may also provide TOMASZ NIESTOROWICZ

37inappropriate pronunciation examples. The choice of methodology (for example to what extent
communication skills in a foreign language are trained) and the course book (clear and
coherently structured content) are important. All these as-pects related to the teaching process
can, on the one hand, have a positive in u-ence on the learning process, and on the other, they
may lead to errors, dened in glottodidactics as induced errors (Stenson 1974). What is also
signicant in the process of interlanguage formation, are learn-ing strategies and communicative
strategies used during teaching / learning pro-cess. Learning strategies are de ned as cognitive
and metacognitive mechanisms used by foreign language learners (Wenden 1987). These include
mnemonic tech-niques, or conscious planning and monitoring the process of learning. With the
use of communicative strategies, learners attempt to solve problems that appear when a given
message in a foreign language is being conveyed and the compe-tence of learners is limited
(Tarone 1977; Białystok 1983). Hence the mechanisms that exert negative in uence on the
development of interlanguage may be used. These mechanisms include, for example, avoidance
strategy, which is based on the modication, reduction, or even the abandonment of a given
message; or code-switching strategy, that is the introduction of native language (or other-
language) elements in a given message. It can be assumed that compensation strategies fos-ter
the development of interlanguage and they include paraphrasing technique, substitution, the
employment of non-verbal techniques, or requests for help to ful l the communicative aim (cf.
Tarone 2006). The last process that has an impact on the development of interlanguage is the
overgeneralization of the target language grammatical rules. Foreign language learners at the
beginning acquire basic grammatical rules and they may, therefore, tend to regularise these rules.
This phenomenon can be observed at the level of in ection level and generalization of
conjugative paradigms (for example using *dormo instead of duermo in Spanish, or *goed
instead of went in English). Many researchers point out that the overgeneralization of rules also
occurs during the rst language acquisition among children. Taking into account the analogy
presented above, such errors made by the second language learners are referred to as
developmental errors (Richards 1974a; Dulay, Burt, Krashen 1982; Schachter, Celce-Murcia 1983;
Ellis 1994). The progress of the second language acquisition should be associated with the
elimination of such errors; unfamiliarity with the limitations of certain grammatical rules, or
formation of invalid hypoth-eses due to de cient linguistic competence, on the other hand, may
show the lack of progress or regress in the process of the evolution of interlanguage. THE
PHENOMENON OF INTERLANGUAGE IN THE PROCESS OF SECOND...

38CONCLUSIONThe concept of interlanguage is a continuation of previous research para-

digms: the model of constructive analysis and the model of error analysis, At the same
time, this concept is a new phase in the description of the language acquired by the second
language learner. What seems to be crucial in the analysis of interlanguage is the fossilization of
linguistic structures, which prevents adult learners from achieving native-like competence. What
should also be remembered is the fact that age (early commencement of language learning) is
a signicant factor that conditions successful second language acquisition. It should be also
mentioned that non-biological factors that play an important role in the process include learners’
motivation, and environmental aspects.Studies on interlanguage discussed mainly adults who
learned the second lan-guage in a bilingual environment and they focused on the comparison
between the second language acquisition by adults and the rst language acquisition by
children. Further studies should discuss the issues related to the development of interlanguage
among children in the context of the second language acquisition
An interlanguage is an idiolect that has been developed by a learner of a second language or L2
which preserves some features of their first language or L1 , and can also overgeneralize some L2
writing and speaking rules. These two characteristics of an interlanguage result in the system's
unique linguistic organization.
An interlanguage is idiosyncratically based on the learners' experiences with the L2. It can "
fossilize ", or cease developing, in any of its developmental stages. The interlanguage rules are
claimed to be shaped by several factors, including L1-transfer, previous learning strategies,
strategies of L2 acquisition i.
Interlanguage is based on the theory that there is a dormant psychological framework in the
human brain that is activated when one attempts to learn a second language. Interlanguage theory
is often credited to Larry Selinker , who coined the terms "interlanguage" and "fossilization.
Selinker noted that in a given situation, the utterances produced by a learner are different from
those native speakers would produce had they attempted to convey the same meaning.
This comparison suggests the existence of a separate linguistic system. This system can be
observed when studying the utterances of the learner who attempts to produce meaning in their L2
speech; it is not seen when that same learner performs form-focused tasks, such as oral drills in a
classroom. Interlanguage can be variable across different contexts; for example, it may be more
accurate, complex and fluent in one domain than in another.
To study the psychological processes involved one can compare the interlanguage utterances of
the learner with two things:. It is possible to apply an interlanguage perspective to a learner's
underlying knowledge of the target language sound system interlanguage phonology , grammar
morphology and syntax , vocabulary lexicon , and language-use norms found among learners
interlanguage pragmatics.
By describing the ways in which learner language conforms to universal linguistic norms,
interlanguage research has contributed greatly to our understanding of linguistic universals in
second-language acquisition. Before the interlanguage hypothesis rose to prominence, the
principal theory of second-language L2 development was contrastive analysis.
This theory assumed that learners' errors were caused by the difference between their L1 and L2.
This approach was deficit-focused, in the sense that speech errors were thought to arise randomly
and should be corrected. Robert Lado held that the claims of contrastive analysis should be
viewed as hypothetical unless and until they were based on systematic analyses of learner speech
data. The idea that language learners' linguistic systems were different from both their L1 and L2
was developed independently at around the same time by several different researchers.
Interlanguage is claimed to be a language in its own right. Learner language varies much more
than native-speaker language.
Selinker noted that in a given situation the utterances produced by the learner are different from
those native speakers would produce had they attempted to convey the same meaning.
Interlanguage can be observed to be variable across different contexts. For example, it may be
more accurate, complex and fluent in one discourse domain than in another. Spontaneous
conversation is more likely to involve the use of interlanguage. A learner may produce a target-like
variant e.
Scholars from different traditions have taken opposing views on the importance of this
phenomenon. Those who bring a Chomskyan perspective to second-language acquisition typically
regard variability as nothing more than performance errors, and not worthy of systematic inquiry.
On the other hand, those who approach it from a sociolinguistic or psycholinguistic orientation
view variability as an inherent feature of the learner's interlanguage.
In these approaches, a learner's preference for one linguistic variant over another can depend on
social contextual variables such as the status or role of the person the learner is speaking to.
Variability in learner language distinguishes between "free variation", which has not been shown to
be systematically related to accompanying linguistic or social features, and "systematic variation",
which has.
Free variation in the use of a language feature is usually taken as a sign that it has not been fully
acquired. The learner is still trying to figure out what rules govern the use of alternate forms. This
type of variability seems to be most common among beginning learners, and may be entirely
absent among the more advanced.
Systematic variation is brought about by changes in the linguistic, psychological, and social
context. Linguistic factors are usually extremely local. For example, in earlier stages of acquisition,
a learner will often display systematic constraints on their ability to use the correct tense. But they
will show higher accuracy when the word following the tensed word begins with a nonconsonant e.
Social factors may include a change in register or the familiarity of interlocutors. In accordance
with communication accommodation theory , learners may adapt their speech to either converge
with, or diverge from, their interlocutor's usage.
For example, they may deliberately choose to address a non-target form like "me no" to an English
teacher in order to assert identity with a non-mainstream ethnic group. The most important
psychological factor is usually regarded as attention to form, which is related to planning time.
The more time that learners have to plan, the more target-like their production may be. Thus,
literate learners may produce much more target-like forms in a writing task for which they have 30
minutes to plan, than in conversation where they must produce language with almost no planning
at all. The impact of alphabetic literacy level on an L2 learner's ability to pay attention to form is as
yet unclear.
Affective factors also play an important role in systematic variation. For example, learners in a
stressful situation such as a formal exam may produce fewer target-like forms than they would in a
comfortable setting. This clearly interacts with social factors, and attitudes toward the interlocutor
and topic also play important roles. Individuals learning a second language may not always hear
spoken L2 words as separate units. The blended words are called "prefabricated patterns" or
"chunks".
These chunks are often not immediately obvious to the learner or anyone that listens to them
speak, but may be noticed as the learner's L2 system becomes more developed and they use the
chunk in a context where it does not apply. For example, if an English learner hears sentences
beginning with "do you", they may associate it with being an indicator of a question but not as two
separate words.
To them, the word is "doyou". They may happen to say "What do you doing? When learners
experience significant restructuring in their L2 systems, they sometimes show a U-shaped learning
pattern. For instance, a group of English language learners moved, over time, from accurate
usage of the "-ing" present progressive morpheme, to incorrectly omitting it, and finally, back to
correct usage.
As their knowledge of tense in English expanded, this disrupted their correct usage of the
morpheme. They eventually returned to correct usage when they gained greater understanding of
the tense rules in English. These data provide evidence that the learners were initially producing
output based on rote memory of individual words containing the present progressive "-ing"
morpheme.
However, in the second stage their systems contained the rule that they should use the bare
infinitive form to express present action, without a separate rule for the use of "-ing". Finally, they
learned the rule for appropriate use of "-ing". The "chunking" method enables a learner to practice
speaking their L2 before they correctly break the chunk up in to its component parts.
According to interlanguage theory, this seeming progression and regression of language learning
is an important and positive manifestation of the learner's developing understanding of the
grammar of the target language. An interlanguage can fossilize, or cease developing, in any of its
developmental stages.
Fossilization is the process of 'freezing' of the transition between the L1 and L2, and is regarded
as the final stage of interlanguage development. It can occur even in motivated learners who are
continuously exposed to their L2 or have adequate learning support. Fossilization occurs often in
adult language learners.
It can also occur when a learner succeeds in conveying messages with their current L2
knowledge. The learner fossilizes the form instead of correcting it. Research on universal grammar
UG has had a significant effect on second-language acquisition SLA theory. In particular,
scholarship in the interlanguage tradition has sought to show that learner languages conform to
UG at all stages of development.
An example of a UG constraint is an " island constraint ," where the wh -phrase in a question has
a finite number of possible positions. Island constraints are based on the concept that there are
certain syntactical domains within a sentence that act as phrase boundaries. It is theorized that the
same constraints that act on a native UG are also often present in an interlanguage UG. The
concept of interlanguage is closely related to other types of language, especially creoles and
pidgins.
Each of these languages has its own grammar and phonology. The difference is mostly one of
variability, as a learner's interlanguage is spoken only by the learner and changes frequently as
they become more proficient in the language. In contrast, creoles and pidgins are generally the
product of groups of people in contact with another language, and therefore may be more stable.
From Wikipedia, the free encyclopedia. Idiolect used by a second language learner. For other
uses, see Interlanguage disambiguation.
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May Learn how and when to remove this template message. Main article: Interlanguage
fossilization. Key Concepts in Second Language Acquisition.
New York: Palgrave Macmillan. International Review of Applied Linguistics. In Berns, Margie ed.
The concise encyclopedia of applied linguistics. Oxford: Elsevier. Interlanguage pragmatics.
Interlanguage is the type of language or linguistic system used by second- and foreign-language
learners who are in the process of learning a target language. Interlanguage pragmatics is the
study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or speech
acts in a second language. Interlanguage theory is generally credited to Larry Selinker, an
American professor of applied linguistics whose article "Interlanguage" appeared in the January
issue of the journal International Review of Applied Linguistics in Language Teaching. Such a
process results in a linguistic system known as 'interlanguage' Selinker, , which, to varying
degrees, approximates that of the target language TL. In the earliest conception Corder, ; Nemser,
; Selinker, , interlanguage is metaphorically a halfway house between the first language L1 and the
TL, hence 'inter. My Polish was far from proficient, when I began learning American. I remember
the cognitive moment when pears made quite some difference against gruszki. I was about 5
years old, and still had some kindergarten to do. Nowadays many more people get to begin
learning another language early, but let us reason without pointing at anyone in particular.

What is interlanguage by Larry Selinker?

“Interlanguage” was defined by Selinker (1972) as the separate linguistic system evidenced when
adult second language learners spontaneously express meaning using a language they are in the
process of learning. Fossilization was initially claimed to occur only when adults acquire a second
language after puberty.

What is interlanguage theory?

The Interlanguage theory, that assumes that an active and independent learning mind makes its
own generalizations upon grappling with a new language, argues that the errors that a learner
makes in the rules of the target language are often in fact “correct” by the rules of an “inter-
language” invented by the learner …

Who gave the concept of interlanguage?

INTRODUCTION It is now almost ten years since Selinker (1972) coined the term ‘interlanguage’
and slightly longer since its sister terms ‘approximative system’ (Nemser 1971) and ‘idiosyncratic
dialect’ (Corder 1971) appeared.

What is interlanguage examples?

At first, you might be able to walk across carefully, but as you add to it, one day it might be strong
enough to drive a car across! Now imagine your ledge is your native language and you are trying
to conquer a second language: the other ledge. In this scenario, your bridge will be called
interlanguage.

What phenomenon did Larry Selinker describe when he coined the term interlanguage
What does it mean to say that Interlanguages are both systematic and dynamic?

First, Larry Selinker described the learners’ developing second language knowledge as
interlanguage. Considering interlanguages as systematic means that these involve a specific
system, method or a plan, so these are a combination of things or parts forming a complex or
unitary whole, and they are rule-governed.

How interlanguage is formed?

An interlanguage is an idiolect that has been developed by a learner of a second language (or L2)
which preserves some features of their first language (or L1), and can also overgeneralize some
L2 writing and speaking rules. An interlanguage is idiosyncratically based on the learners’
experiences with the L2.

What is meant by interlanguage?

1 : language or a language for international communication. 2 : a language produced by a learner

of a second language that often has grammatical features not found in either the learner’s native
language or the language being acquired

What is CAH linguistics?

1. INTRODUCTION AND REVİEW OF THE LITERATURE. Contrastive analysis hypothesis is an

area of comparative linguistics which is concerned with the comparison of two or more languages
to determine the differences or similarities between them, either for theoretical purposes or
purposes external to the analysis itself.

Why is interlanguage important?

The use of Interlanguage is also able to tell us whatever someone has been able to learn at a
given point. One will also be able to know much about what one has to learn together with how
and when. This concept has also led to the liberation of several methods that can be used to teach
the target language.

What are the stages of interlanguage?

What’s more, another linguist, Brown(1987)divided the interlanguage development into four
stages, (1) random errors, (2) emergent state of interlanguage, (3) systematic stage, and (4)
stabilization. Comparing with Corder’s classification of interlanguage stages, we can find some
similarities between them .
What does Selinker interlanguage theory state about second language acquisition?

An interlanguage is idiosyncratically based on the learners’ experiences with the L2. Selinker
(1972) noted that in a given situation, the utterances produced by a learner are different from
those native speakers would produce had they attempted to convey the same meaning.

What is fossilization in SLA?

Fossilization, in linguistics and second language acquisition (SLA), refers to the often-observed
loss of progress in the acquisition of a second language (L2), following a period where learning
occurred, despite regular exposure to and interaction with the L2 and regardless of any learner
motivation to continue.

Interlanguage ay paano natuto ang tao ng bagong wika ng o pangalawang wika sa pamamagitan
ng kanyang mga karanasan sa kanyang unang wika halimbawa nalng ang mother tongue.

INTERLANGAUAGE, ANO NGA BA ANG INTERLANGUAGE? ITO BA AY ISANG LINGWAHE O

WIKA NA ATIG SINASALITA? ITO BA AY MGA SALITA NA ATING NARIRINIG?

O paano ba ito nabubuo ?

Ang interlanguage ay ang uri ng wika (o sistema ng wika) na ginagamit ng mga nag-aaral
ng pangalawang at wikang banyaga na nasa proseso ng pag-aaral ng isang target na wika.
Ito ay naka kredito kay Larry Selinker, isang Amerikanong propesor ng applied lingguwistika,
ang artikulong "Interlanguage" ay lumabas sa isyu noong Enero 1972 ng journal International
Review of Applied Linguistics sa Language Teaching.
Ang interlanguage ay isang uri ng pasulat at pasalita na kung saan sa pamamagitan nito ay natuto
ang isang tao ng mga bagong wika.

Isipain nating ekaw ay nasa isang lugar , tapos gusto mong tumawid sa kabilang pook ngunit
napapagitnaan ito ng isang ilog, ngunit hindi ka naman pwedeng lumangoy, lumipad o tumalon
para maka punta , so ang ginawa mo ay gumawa ka ng paraan kumuha ng mga mga malalaking
bato para gawing tulay para ekaw ay maka tawid. Hanggang sa dumating ang panahon naka bili
ka doon ng lupain so ang ginawa mo ay gumawa ka ng mas matibay , ginamitan mo ng mga
malalaking kahoy, mga bakal na maging tulay para ekaw ay makatawid at mas mapadali rin ang
iyong pang hanap buhay. Hangang sa umunlad ang iyong lupain nakabili ka ng sasakyan, so ang
ginawa mo sa iyong kahoy na tulay ay ginawa mong konkreto ito na mas matibay para sa iyong
pamumuhay.

Sa ganitong scenario ang kabilang side ay ang iyong native language( bisaya, Cebuano) sa
kabila naman ay ang iyong pangalawang wika