Interlanguage

Interlanguage There are theoretical preliminaries for researches concerned with the Linguistics aspects of the Psychology of second language learning one. Is important to distinguish between a teaching Perspective and a learning perspective Teaching Perspective:  it prescribes what has to be done by the teacher in order to help the learner achieve learning Learning Perspective: it describes the process of attempted learning of a second language, successful or not: teaching, textbooks, and other external aid would constitute one. These are different because two perspectives have internal structures and process of the learning organism takes on very secondary character in the teaching perspective “Interlanguage” and Latent Structures —  There is a psychological structure which is latent in the brain, activated when one attempts to learn a SL. —  Latent psychological structure → Latent Language Structure of Lenneberg (1967) —  The latent psychological structure (for SL) —    No guarantee that this latent will be activated at all / No guarantee that attempted learning will prove successful. —  The successful SL learners —  Merely 5% have somehow reactivated the latent language structure in the sense of Lenneberg and achieve native speakers (NS) competence. → Not explicit —  SL learner who will not succeed (who is representative of the vast majority of SL learners) → Focus his attention in only 1 norm of the ‘target language’ (TL) (eg: phrasal verbs) —  The utterances which are produced when the learner attempts to say sentences of a TL → Not identical to the set of utterances produced by a native speaker of the TL. —  Interlanguage (IL) —  Hypothesizing the existence of a separate linguistic system which results from a learner’s attempted production of a TL norm  → Interlanguage Fossilization It a mechanism which is assumed also to exist in the latent psychological structure described above. Fossilizable linguistic phenomena are linguistics items, rules and subsystems which speakers of a particular NL will tend to keep IL relative to particular TL. No matter what the age of the learner or amount of explanation and instruction he receives in TL. Ø  This process occurs in the second language. Ø  Incorrect language become in a habit. Ø  Take time in correct. Ø  Example: Ø  Distinguish he or she. Ø  “ S”

Many of these phenomena reappear in IL performance when the learner`s attention is focused upon new and difficult intellectual subject matter or when he is in a state of anxiety or other excitement and strangely enough sometimes when he is in a state of extreme relaxation. Five central processes Language Transfer: This process occur in our IL performance and it is modified by our NL, the fossilizable items, rules and subsystems Transfer of training: these are the result of identifiable items in training procedures. Strategies of second language learning: If they are the result of an identifiable approach by the learner to the material to be learned Strategies of second language communication: They are the result of identifiable approach of the learner to communication with native speakers of TL. Overgeneralization of TL linguistics material: They are a result of a clear overgeneralization of TL rules and semantic features. Other processes which account to some degree of the IL utterance. —  Spelling pronunciations —  Cognate pronunciation —  Holophrase learning —  Hypercorrection Problems with this perspective IL linguistic structures are never really eradicated for most L2 learner. —  Conditions: anxiety, shifting attention and second language performance. —  Language errors that are fossilized. —  Linguistic systems (NL, IL and TL) activated in latent psychological structure.

Language transfer	Transfer of training
Refers to speakers or writers applying knowledge from their native language to a second language.	The result of identifiable items in training procedures.

Mental Process 

Storage	Retrieval
It refers to storing information in our brain.	In psychology, retrieval refers to the process of recalling information that is stored in memory.

Second Problems is: How can we systematize the notion fossilization so that from the basis of theoretical constructs, we can predict which items in which interlingual situations will be fossilization? It very difficult to answer this question  because is difficult to distinguish which are these units who fossilize those or other units, we can say that it depends on the person who is learning and the conditions which he/she has been exposed. Third Problems is: —  Unsuccessful learning at the second language. —  Emphasis on what the teacher does in order to help learner´s learning is successful.       —  Fourth problems: Learners tend to overgeneralize units of language for the linguistic systems = (NL, IL and TL) Some of those units are used under different conditions, like noise conditions, even though the second language learner will not achieve native speaker competence in the TL. These units become available to the learner only after she/he has switched her/his psychic set or state from the native speaker to the new domain of interlingual identifications —  Fifth problems: How can we experiment with the three linguistic systems, creating the same experimental conditions for each, with one unit which is identified interlingual across these systems? *The syntax structures will be similar in many of them (languages).

ACTIVITIES short essay questions. 1.- Explain the five central processes with your own words. ___________________________________________________________________ 2.- Which of these processes can be apply to you in terms of your L2 acquisition?. _______________________________________________________ 3.-Which aspects have you fossilized?.  __________________________________________________________________

2.- True or false (justify the false) a)       ____ Unsuccessful second language learning refers to the generalization problem.  b)       ____Storage refers to the process of recalling information that is stored in memory. c)        ____Some conditions that affect in the process of learning a new language are anxiety, shifting attention and second language performance.  d)       ____Fossilization can not be reversible.