二语习得中介语

• • • • • • Selinker (1972) 1language transfer 2transfer of training 3strategies of L2 learning 4 strategies of L2 communication 5overgeneralization of target language rules
Main characteristics of interlanguage
• 1Permeable(可渗透性）：IL is an open system which decides the variety and modification of knowledge in different stage. • 2 Dynamic: the language learners' mental gramБайду номын сангаасars are always in a state of change. • 3Systermic: Learners behave"grammatically" on the rules they have internalized
Communication strategies
• Quite a few language learners who communicate with native speakers realize that some errors don't hinder their expression of ideas, so they are misled to hold the opinion that it's unnecessary to further develop interlanguage so long as it don't affect communication.This situation can easily result in fossilization of interlanguage when learn receives active affective feedback.Another type of learner will form affective obstacles once they are criticized or negatively evaluated for for their errors.Such a brief evaluation will easily extinguish the learner's confidence, malting them give it up and form the fossilization of some wrong pronunciations.
Fossilization:
• Selinker noted that many L2 learners( perhaps as many as 95 percent) fail to reach target language competence.That is, they don't reach the end of the interlanguage continuum. They stop learning when their interlanguage contains at least some rules different from those of the target language systerm. He refered to this as fossilization.
Definition of interlanguage
• Interlanguage is the term coined by Selinker(1972) to refer to the systermic knowledge of a second language which is independent of both the learner's first language and the target language.It has the characteristics of both the learners' native language, and gradually is close to the target language, but not the real target language.
Causes of Fossilization
• External— • Environmental • Internal— • Cognitive • Neurobiological • Social affective
The process that operate in interlanguage
Learning strategies
• Among learning strategies, simplification of target language is the most pervasive phenomenon, which is mainly displayed on the syntactic level.Learners always try to reduce the TL to a simple systerm.They may avoid grammatical formatives,such as articals,plural forms and past tense forms.Through the simple sentence structures don't hinder communication, learner language indeed loses its characteristics of diversified forms.This fact makes learners unable to use target language creatively and freely.Because of the realization of communication, learners will no longer pay attention to the improvement of language competence.
Language transfer
• language transfer refers to the influence of native language to the process of interlanguage.There are both positive transfer and negative transfer.Positive transfer occurs in conditions that the learner's L1 is similiar to L2, and thus, the learning of L2 is aided by L1.Negative transfer which disrupts one's performance on the L2 task,is also known as inference because some of the learner's previous learning experience interfers with the linguistics items he is currently learning.
Interlanguage Theory
• Interlanguage is an avoidable process in language learning.It is easy for us to understand that language learners’ linguistic systems were different from both their Native Language(NL) and the Second language.This kind of idea actually was developed independently by several different researchers almost at the same period of time,an approximative system in Willam Nemser's idea and idiosyncratic dialect as Corder stated.However, it was Larry Selinker who firstly put forward the notion of interlanguage.
Overgeneralization
• Overgeneralization refers to the overgenerlization of the target language rulles and semantic features.
Interlanguage Theory
• Before interlanguage theory came to our researing viewsight, contrastive analysis had long been one of the principal theory in L2 acquisition research. It assumed that learners’ errors were caused bythe differences between their NL and L2. A further assumption followed that a sufficient analysis of the differences could predict all of the difficulties they would face. This assumption was not based on rigorous analysis of learner language, but was often anecdotal, and researchers claim were prone to confirmation bias. During the period from 1950s to 1960s, one of the most influential idea was given by Robert Lado( 1957). He said that the claims of contrastive analysis should be viewed as hypothetical unless they were based on systematic analyses of learner speech data. Following this, the focus of research into L2 acquisition shifted from hypotheses of language learning and the development of language-teaching materials to the systematic analysis of learners’ speech and writing with the practice of error analysis.