Interlanguage Second Language Acquisition : Rod Ellis

1. By Sakilah Bewafa (2201410001) Risqi Sugiarti (2201410006) Tri Iryani (2201410156) InterlanguageSecond Language Acquisition : Rod Ellis Semarang State University 2012

2. Interlanguage Theories which are dealed with Interlanguage: Behaviourist learning theory Mentalist theory of language learning Back to school

3. Behaviourist learning theory • Language learning is a kind of learning that • involves habits formation. • Habits are formed when the learners respond to • stimuli in the environment and have their • responses reinforcement. Back to school

4. Behaviourist learning theory • Learners imitated models of correct language • correct imitation  positive reinforcement • example: “give me a pencil”  he gets a pencil • Incorrect imitation  negative reinforcement • example : “give me” he does not get a pencil Back to school

5. Behaviourist learning theory It can be seen that behaviourist accounts of L2 acquisition emphasize only what can be directly observed and ignored what goes on in the ‘black box’ of the learner’s mind. Back to school

6. Behaviourist learning theory Conclusion • Learners frequently do not produce output that • simply reproduces the input. • the systematic nature of leaners errors • demontrates that they are actively involved in • constructing their own rules. • Rules which resemblance to the pattern of the • language modelled in the input. • Learning is not just respon to the stimuli. Back to school

7. Mentalist theory of language learning The Nature (i.e. How the innate properties of the human mind shape learning) becomes attention in learning language. Back to school

8. Mentalist theory of language learning Mentalist theory (1960s and 1970s) stated : Only human beings are capable of learning language. The human mind is equipped with a faculty for learning language, referred to as a language acquisition device. The faculty is the primary determinant of language acquisition. Input is needed, but only to triger the operation of the language acquisition device. Back to school

9. What is ‘Interlanguage’? • The concept of interlanguage drew directly on the • mentalist views of L1 acquisition. • Interlanguage Larry Selinker (American • Linguist) • The construction of linguistic system of L2 is • different from L1 and target language (a unique • linguistic system). Back to school

10. What is ‘Interlanguage’? • The concepts of interlanguage : • The learner constructs a system of abstract linguistic • rules which underlies comprehension and production • of the L2. • The learner’s grammar is permeable (influence from • the outside and inside). • example: omission, generalization, transfer errors. Back to school

11. What is ‘Interlanguage’? • The learner’s grammar is transitional. • Learners change their grammar from one to another • time by adding rules, deleting rules, and restructuring • the whole system (interlanguage continuum). • Interlanguage systems are homogeneous and • variability in learner language reflects the mistakes • they made. Back to school

12. What is ‘Interlanguage’? • Learners employ various learning strategies such as • omission, overgeneralization and transfer errors to • develop their interlanguages. • The learner’s grammar is likely to fossilize. The • majority of learners stop developing the same mental • grammar as native speaker, unless five percent of • themonly. Back to school

13. What is ‘Interlanguage’? • The concept of interlanguage offers a general account • of how L2 acquisition takes place. • This concept of interlanguage needs to be elaborated • to address some questions raises about interlanguage. Back to school

14. A computational model of L2 acquisition Input output Intake L2 knowledge Back to school

15. A computational model of L2 acquisition Explanation: • The learner is exposed to input, which is processed in two stages. • First stage: intake parts of the input are attended to and taken into short-term memory. Back to school

16. A computational model of L2 acquisition • Second stage: L2 knowledge some of the intake is stored in long-term memory. • Finally, L2 knowledge is used by the learner to produce spoken and written output (learner language). Back to school