[ Ch.

9
INTERLAN-
GUAGE
]
 1. Interlanguage
2. Learner Language
3. Learner’s Errors
4. Sources of Difficulty
Part 1
INTERLANGUAGE
Part 1
WHAT IS “INTERLANGUAGE”

L1 L2

Interlanguage
Part 2
LEARNER LANGUAGE
Part 2
LEARNER LANGUAGE

What Production(Speaking + Writing)

For
For Analysing Interlanguage
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

“Is It Possible to Specify Stages for L2 learner language?”

No! Yes!

For
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

1 Presystematic Stage

For Developmental changes of

(1) A Number of / Random Errors

For
■ I want to become a physiotrafic
■ Society has it’s hard-living’s bitterness way
into the decade-dragging and full troubled life.
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

2 Emergent Stage

For Developmental changes of

Production becomes more consistent
We can discern what meaning the learner in-
For tended

■ American food made me interesting to taste.

■ All work without a play makes Jack a doornail.
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

2 Emergent Stage

For Developmental changes of

U-Shaped Learning(⇒Backsliding)

1. Correct 3. Correct Forms

For Forms (Re-acquisition)

Error-Correction
by Someone
2. Deviant Form
(Regression, Backsliding)
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

3 Systematic Stage

For Developmental changes of

(1) Point Out ⇒ Self-Repair

For
■ Learner: The fish are serving in the restaurants
■ Native Speaker: The fish are serving?
■ Learner: Oh, no, uh, fish are being served in
restaurants!
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

4 Postsystematic Stage

For Developmental changes of

(1) Stabilization ⇒ Few errors, Master

For Self-Correct by Oneself

* Fossilization

■ He passed out with very high score-sorry,

I mean, he passed test-with high score.
Part 2
STAGES OF LEARNER LANGUAGE DEVELOPMENT

Limitation

1 Learner’s Variation
These stages do not globally describe a learner’s status in the development of the L2

For Comprehension(Listening & Reading)

2 Production errors alone are inadequate measures of overall competence of L2
Part 2
VARIATION IN LEARNER LANGUAGE
EllNick is

Orderly and Systematical

Gradual and Incremental Development
L2
A

L1
For L2
B

L1 Occasional Fundamental Restructuring

of Underlying Grammar
Part 2
VARIATION IN LEARNER LANGUAGE

Gatbonton(1983)
Some variation is the “gradual diffusion” of incorrect forms of lan-
guage in emergent and systematic stages of development

For L2
B

L1 Occasional Fundamental Restructuring

of Underlying Grammar
Part 2
VARIATION IN LEARNER LANGUAGE
Romaine(1999), Tarone & Parrish(1988)

Variation

A B

For
-Context & Style
-Gender-Based
-Type of Task in Classroom
-Extent to which a Learner
is Exposed to Norms
Part 2
VARIATION IN LEARNER LANGUAGE

Is the variation predictable? or arbitrary?

: Can the variation be systematically explained?

■ Elaine Tarone: Continuum Paradigm

Focused on “contextual variability”

⇒ To see both linguistic and situational contexts may help to systematically describe ‘variation’

Linguistic
Psychological ● He must paid for the insurance.
Processing ⇒ Context describing an event in the past
Context 1 2 Factors
Social 3 4 Language ● He must pay the parking fee.
Context Function ⇒ Context refferring to the present moment
Part 2
VARIATION IN LEARNER LANGUAGE

Is the variation predictable? or arbitrary?

: Can the variation be systematically explained?

■ Rod Ellis: Variable Competence Model

Outside

Classroom Contexts Natural Contexts

Part 3
Learner’s Errors
: Windows of Opportunity
Part 3
Learner’s Errors:Windows of Opportunity

Teachers should enable L2 learners to

convert “ERRORS” into learning “OPPORTUNITIES”
Part 3
Mistakes vs. Errors

Misproduction

aware of lack of knowledge

L2 system of L2 system

Mistakes Errors
(Temporary Breakdown)
Part 3
Mistakes vs. Errors

Mistakes (Point out) ⇒ Self-correct

Cannot be self-corrected
Errors ⇒Teacher’s intervention may be needed
aware of
L2 system
Part 3
ErrorAnalysis
Characteristics
include “Intralingual Errors within the L2 / sociopragmatic con-
1 text of communication / affective variables”

Caution
Beware of placing too much attention on errors
2 → You must also consider the value of positive reinforcement of clear production
⇒ Healthy investigation of errors within the larger perspective of the learner’s total
language performance
Limitation
3 Overemphasis on production data

4 Instability of learner’s systems: constant state of flux

5 Strategy of avoidance
Part 3
Identifying and Describing Errors

Overt and Covert Errors

Overt
Ungrammatical at the sentence level
Errors

For
Covert Grammatical at the sentence level
Errors Not interpretable within the context of communication

3 ■ Does John can sing?

■ A: Who are you?, B: I’m fine, thank you.
Part 3
Identifying and Describing Errors

Global and Local Errors

Global Incomprehensible to the hearer

Errors ⇒ impede communication

For
Local Minor slip
⇒ Hearers make an accurate guess of the intending meaning
Errors ⇒ not inhibit communication

3 ■ It’s a great hurry around.

■ Let us work for the welldone of our country!
Part 3
Identifying and Describing Errors

Errors of Addition, Omission, Substitution, and Permutation

Why to not from worse make a little better?

I went to (the) movie.

way
I lost my road.

She have will been here two years next month.

Part 3
Identifying and Describing Errors

Levels or Domain of Language

- It is sometimes difficult to pinpoint exactly where the error occurs

- Several errors are made within one sentence or utterance

Extent(Level) of
Linguistic Unit

3 ■ We wich you an happy bird date.

■ I was so depressed. However, I felt the
world was coming to end.
Part 4
Sources of Difficulty
: Why is a particular error made?
Part 4
Sources of Difficulty: L1 Transfer
The Contrastive Analysis Hypothesis(CAH)

Robert Lado(1957)

L1 L2

Match Interference⟱ Positive Trans-

fer

Negative
Mismatch Interference⟰ Transfer
Sources of Difficulty
Part 4
Sources of Difficulty: L1 Transfer
The Contrastive Analysis Hypothesis(CAH)

Robert Lado(1957)
“We can predict and describe the patterns that will cause difficulty in learning
by comparing systematically the native language and culture with the target language and culture”

Stockwell, Bowen, Martin(1965)

Hierarchy of Difficulty
Part 4
Sources of Difficulty: L1 Transfer
Hierarchy of Difficulty Mismatch
(-Interference)⟰
0. Correspondence 형용사로 명사 수식

1. Coalescence 쌀 / 밥 / 벼 ⇒ rice

2. Underdifferentiation(Absent) 우리말의 조사 ⇒ 영어에는 X

3. Reinterpretation 우리말의‘의’⇒ 영어에선 ~´s / of

4. Overdifferentiation(New) 우리말에는 X ⇚ 영어의 관사 , 완료시제

5. Split 우리말의 [ ㄹ ] 발음 ⇒ 영어에선 [r] / [l] 발음

Part 4
Sources of Difficulty: L1 Transfer
Limitations of CAH

1 The process was oversimplified

2
A number of instances of subtle differences causing
great difficulty

Multilinguals experience a variety of “influences” from

3 other languages and cultures, making it difficult to pinpoint
sourses of error
Part 4
Sources of Difficulty: L1 Transfer
Sheen(1996)
Overt attention to targeted syntactic
Cross-Linguistic Influence (CLI) contrasts between Arabic and Eng-
lish reduced error rates
⇛Weak version of the CAH(Wardhaugh)

Contrastive Analysis Hypothesis(CAH) Cross-Analysis Influence(CLI)

Recognition of the significance of interference across languages

Predict and describe the patterns that Linguistic difficulties may be more
will cause difficulty in learning fruitfully pinpointed after the fact

CLI reinforces the principle that teachers should guard agianst a priori
pigeon-holing of learners before they have even given learners a chance
to perform

Emphasis on Influence rather than prediction

Part 4
Universals and Markedness
Markedness Differential Hypothesis

+𝛂
Unmarked

Marked (⇒Sources of Difficulty)

Part 4
Universals and Markedness

Parameters

Principle
(⇛Rules that shared by all languages)
Part 4
Universals and Markedness

Competition Model

When strictly formal options for interpreting meaning through appeal to the L1 have
been exhausted, second language learners naturally look for the alternative “Competing”
possibilities to create meaning
Thank You!