INTERLANGUAGE

1. INTERLANGUAGE UlfahNurFarida 2201410054 TutlaAyuhanna 2201410066 RizkyNurHidayati Nafiah

2. How to Understand Interlaguage?

3. Behaviorist Learning Theory Language learning is like any other kind of learning in that it involves habit formation

4. Stimulus-response connection

5. Learners imitated models of correct language and received position reinforcement if they were correct, and negative reinforcement if they were incorrect. • For example: Give me a pencil Use it themselves, thereby be rewarded by achieving their communicative goal.

6. Behaviorist accounts of L2 acquisition emphasize only what can be directly observed and ignore what goes on in the black box of the learner’s mind • Learners do not produce output that that simply produces the input. • The systematic nature of their errors demonstrate that they are actively involved in constructing their own rules.

7. Mentalist Theory of Language Learning • According to this theory : 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 This faculty is the primary determinant of language acquisition Input is needed, but only to trigger the operation of the language acquisition device

8. What is Interlanguage? • The learner constructs a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rules is viewed as a mental grammar and is referred to as an interlanguage

9. The learner’s grammar is permeable. That is, the grammar is open to influence from the outside. It is also influenced from the inside. • For example :

10. The learners grammar is transitional. Learners change their grammar from one time to another by adding rules, deleting rules, and reconstructing the whole system. • Interlanguage continuum

11. Learners construct a series of mental grammars or interlanguages as they gradually increase the complexity of their L2 knowledge. • For example : Paint Painting and painted Initially learners may begin with a very simple grammar Over time they add other forms

12. Some researchers have claimed that the sytems learners construct contain variable rules. Disputed one

13. Learners employ various learning strategies to develop their interlanguages For example : omission errors suggest that learners are in some way simplifying the learning task by ignoring grammatical features that they are not yet ready to process Different learning strategies Different kinds of errors learners produce

14. The learner’s grammar is likely to fossilize • Backsliding is typical of fossilized learners • i.e. the production of errors representing an early stage of development

15. A computational model of L2 acquisition Input output intake L2 knowledge

16. That figure represnts the basic computational metaphor that has grown out of ‘interlanguage’ and that informs much of SLA The learner is exposed to input, which is processed in two stages First, parts of it are attended to and taken into short-term memory. These are referred to as intake. Second, some of the intake is stored in long-term memory as L2 knowldge Finally, L2 knowledge is used by the learner to produce spoken and written ouput

17. As we shall shortly see, this basic model of L2 acquisition can be elaborated in a number of ways. For example : a component labelled ‘social context’ might be added to explain how the nature of the input varies from one setting to another.

18. The L2 knowledge component can be broken up into two or more components to reflect the different kindsof knowledge learners construct For example : explixit knowledge about language and implicit knowledge of language

19. An arrow can be drawn from ‘output’ to ‘input’ to show that what a learner says or writes can also serve as samples of language from which intake can be derived

20. Thank you..