1. Interlanguage is systematic and rule-governed:
- Learners don't just randomly produce errors, but rather develop their own internalized rules for the target language. These rules may be based on their native language, the input they receive, or generalizations they make.
- These rules are often fossilized, meaning they persist even with further exposure to the target language.
2. Interlanguage is dynamic and evolving:
- Learners' interlanguages constantly change as they receive more input, process it, and practice the language.
- They gradually approximate the target language, moving through stages of development with varying degrees of accuracy and fluency.
3. Interlanguage is influenced by multiple factors:
- Learner's L1: The influence of the learner's native language on their interlanguage is significant. Transfer, both positive and negative, is a major factor.
- Input: The type and quality of input learners receive plays a crucial role. They learn through exposure to authentic language, interaction with native speakers, and feedback.
- Learner characteristics: Individual factors like age, motivation, learning style, and cognitive abilities influence language acquisition and interlanguage development.
- Learning environment: The context of learning, including classroom instruction, materials, and opportunities for interaction, also play a role.
4. Interlanguage reveals learner's understanding:
- Analyzing learner errors can provide valuable insights into their understanding of the target language. It helps understand which aspects of the language they have acquired and which still need work.
5. Interlanguage serves as a bridge:
- It's not just a temporary system but a bridge between the learner's L1 and the target language. Learners build upon their existing knowledge to acquire new knowledge and skills.
Key Theories and Concepts in SLA Research on Interlanguage:
* Error analysis: Identifying and analyzing learners' errors to understand their interlanguage and the underlying processes.
* Contrastive analysis hypothesis: Explaining learner errors based on differences between the learner's L1 and the target language.
* Interlanguage theory: Describing the systematic and rule-governed nature of interlanguage and its developmental stages.
* Input hypothesis: Emphasizing the role of comprehensible input in facilitating language acquisition.
* Interaction hypothesis: Highlighting the importance of interaction and negotiation of meaning for language development.
* Output hypothesis: Emphasizing the importance of producing language for language acquisition.
Implications for Language Teaching:
- Understanding interlanguage helps teachers design effective teaching materials and strategies that cater to learners' developmental stages and needs.
- It emphasizes the importance of providing learners with comprehensible input, opportunities for interaction, and feedback on their language production.
- It informs the design of assessment tools that measure learners' progress in developing their interlanguage and identify areas that require further support.
SLA research continuously advances our understanding of interlanguage, providing valuable insights into how second language learners acquire language. By appreciating the complexity and dynamism of interlanguage, teachers can foster a more effective and supportive learning environment for second language learners.