Rioliza Baquial-Molina, who had opened our minds in many ways and who had become a great part of our learnings. Second Language… Are you a user of it? Another question is: are you an expert with your second language? If yes, then you must also be an expert with your first language. If no, then you better read the information that we would like to share. What is InterLanguage?
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Insight from experience Regardless of origin and gender, people have primary languages, rather than first or second. My primary language for linguistics is American English. I need a dictionary to translate my own works to Polish, though I was born and grew up in Poland; both my parents spoke Polish, and I went to Polish schools.
Only my English study was not in Polish. Let us now imagine Ai-li. Her grandparents were Chinese. She has always been for languages. She learned American along with Chinese, before she went to school. About ten years old, she started learning German and French. Ai-li is graduating from university now. Should American count as the second, German and French would make the third or fourth, but she has worked with all her languages, for some 14 years now. Insight from experience The primary language is not a fixed option.
A multilingual speaker will prioritize the relevant tongue, dependent on the environment and context. Learning German began to work better for me when I started referring to American English, rather than Polish. Feel welcome to Poems by Emily Dickinson prepared for print by Teresa Pelka: thematic stanzas, notes on the Greek and Latin inspiration, the correlative with Webster , and the Aristotelian motif, Things perpetual — these are not in time, but in eternity.
Background[ edit ] Before the interlanguage hypothesis rose to prominence, the principal theory of second-language L2 development was contrastive analysis. This approach was deficit-focused, in the sense that speech errors were thought to arise randomly and should be corrected. Variability[ edit ] 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. 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.
Larry Selinker’s interlanguage
Richard Nordquist is professor emeritus of rhetoric and English at Georgia Southern University and the author of several university-level grammar and composition textbooks. Richard Nordquist Updated July 15, 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. These authors have shown that L2 learners may arrive at representations which indeed account for the L2 input, though not in the same way as the grammar of a native speaker. The issue, then, is whether the interlanguage representation is a possible grammar, not whether it is identical to the L2 grammar.
Interlanguage Brief Overview This is a brief overview of interlanguage for the reader to understand the main points. Readers are encouraged to study more in-depth to gain a full appreciation of the history, development, and implementation of this theory as it contains an extreme amount of complex information. How far down the rabbit hole do you want to go? At the end are guiding questions for the educator to contemplate instruction and Interlangauge. Interlanguage theory tried to determine if there was a continuum in the internal grammar of learning additional languages, and through research, resolve if learners acquired L2 in much of the same fashion as L1.