Interlanguage:

https://youtu.be/rbfEZ80GvqY?si=0LQwqJwBlhcQ5E-1

Interlanguage refers to the evolving linguistic system that language learners create as they progress toward full proficiency in a second language (L2). This system is neither the learners' native language (L1) nor the target language (L2), but rather a unique system that combines elements of both and reflects the learners' current understanding of the L2.

Characteristics of Interlanguage:

  1. Dynamic System: Interlanguage is not static; it evolves as learners receive more input, produce more output, and refine their understanding of the L2.
  2. Systematic: Although interlanguage may contain non-native-like elements, it is governed by its own set of rules that learners consistently apply.
  3. Variable: Interlanguage can be influenced by various factors, including context. For example, a learner might use a structure correctly in one situation but not in another.
  4. Unique to the Individual: While there are commonalities among learners, interlanguage is unique to each individual based on their L1, learning experiences, and cognitive processes.
  5. Fossilization: Sometimes, certain features of interlanguage become fixed, and learners find it challenging to move beyond them, even with further instruction and exposure. This phenomenon is known as fossilization.

Relevance to Second Language Acquisition (SLA):

  1. Understanding Learner Errors: Recognizing that learners are operating with their own linguistic system (interlanguage) helps educators understand that errors are often systematic, not random. This insight can guide instruction and feedback.
  2. Developmental Sequences: Research on interlanguage has shown that learners often go through predictable stages in their acquisition of certain L2 structures. For example, English learners often acquire the progressive "-ing" before the regular past tense "-ed".
  3. Transfer and Overgeneralization: Interlanguage research has shed light on how learners transfer elements from their L1 into their L2 (positive or negative transfer) and how they overgeneralize L2 rules based on their current understanding.
  4. Learner Strategies: Interlanguage studies have also illuminated the strategies learners use, such as simplification (using simpler forms or structures) or communication strategies (using gestures, synonyms, or circumlocution when they don't know a word or structure).
  5. Influence on Pedagogy: Understanding interlanguage can influence language teaching. For instance, if a teacher understands the developmental stages learners typically go through, they can tailor their instruction accordingly.
  6. Assessment and Feedback: Recognizing the systematic nature of interlanguage can help educators provide more targeted feedback, understanding that learners are not merely making "mistakes," but are producing language based on their evolving system.
  7. Empathy and Expectations: For language teachers, understanding interlanguage can foster empathy, as they recognize the complexities of the language acquisition process. It can also help set realistic expectations regarding the time and effort required for learners to achieve proficiency.

The concept of interlanguage provides invaluable insights into the processes and challenges language learners face. Recognizing the systematic and dynamic nature of learners' evolving linguistic systems can help educators provide more effective instruction, feedback, and support. Compare interlanguage to native speakerism.

Types of knowledge