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Journal articles on the topic 'Interlanguage'

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Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

Fauzi, Iwan. "The Variability in Phonology of Indonesian Learner’s Interlanguage: A case study on English marked-fricatives." International Journal of Language Education 5, no. 4 (December 31, 2021): 285. http://dx.doi.org/10.26858/ijole.v5i4.19468.

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Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out (1) marked sounds of English fricatives: [θ], [ð], [ʃ], and [ʒ] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [θ], [ð], [ʃ], and [ʒ] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [θ], [ʃ], and [ʒ] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners’ native language which bears the variation of certain marked fricatives of English.

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2

Shahjahan, Mohammad. "Interlanguage." Journal of Language and Literature 4, no. 2 (November 30, 2013): 97–100. http://dx.doi.org/10.7813/jll.2013/4-2/13.

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3

Moses, John G. "LA RÉFÉRENCE AU PASSÉ DANS LE DIALOGUE: ÉTUDE DE L'ACQUISITION DE LA TEMPORALITÉ CHEZ DES APPRENANTS DITS AVANCÉS DE FRANÇAIS.Maria Kihlstedt. Stockholm: Author, 1998. Pp. 227." Studies in Second Language Acquisition 22, no. 1 (March 2000): 133–34. http://dx.doi.org/10.1017/s0272263100311068.

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Written in French, this work reports the results of a longitudinal study of past-time reference in the interlanguages of four Swedish learners of French. Unlike most previous studies of L2 acquisition of temporal expression, which have focused on early interlanguage, Kihlstedt shifts the focus of inquiry in this study to the oral production of advanced L2 learners. Kihlstedt discusses evidence supporting a modified interpretation of Andersen's (1991) developmental stages in past temporal expression and proposes an ordering of aspectual value assignment to the passé composé and imparfait constructions in Swedish-French interlanguage.

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4

Masrour, Mohammad Reza, Esmat Babaii, and Mahmood Reza Atai. "Interlanguage Pragmatics: Iranian EFL Teachers’ Cognition." Alberta Journal of Educational Research 65, no. 3 (September 10, 2019): 238–57. http://dx.doi.org/10.55016/ojs/ajer.v65i3.56662.

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In curricula where teachers have agency to make decisions on everyday classroom activities, their cognition exerts strong influences on their pedagogical practices. The present paper reports on a qualitative multiple-case study exploring Iranian English as a Foreign Language (EFL) teachers’ cognition of interlanguage pragmatics. Through triangulation of multiple methods and data sources, the study details descriptions of five Iranian EFL teachers’ classroom practices, the cognitions behind these practices, and the way their cognition and the teaching context interact in shaping their everyday teaching practices. The findings suggest that underrepresentation of pragmatic competence in the EFL classes can be attributed to contextual factors such as deficiency in the EFL teachers’ content and pedagogic content knowledge of interlanguage pragmatics and curricular decisions. The main findings are then discussed against the backdrop of the literature on interlanguage pragmatics. Keywords: Interlanguage pragmatics, language teacher cognition, belief, EFL teacher, EFL teacher knowledge base Dans les programmes où les enseignants ont le pouvoir décisionnel quant aux activités quotidiennes en salle de classe, les connaissances des enseignants exercent une grande influence sur leurs pratiques pédagogiques. Cet article fait état d’une étude qualitative multi-cas portant sur les connaissances en pragmatique interlangue qu’ont des enseignants iraniens d’anglais langue étrangère (ALE). Par une triangulation de nombreuses méthodes et sources de données, l’article décrit en détail les pratiques en salle de classe de cinq enseignants iraniens d’ALE, les connaissances qui sous-tendent ces pratiques et la façon dont leurs connaissances et le contexte d’enseignement interagissent pour façonner les pratiques pédagogiques quotidiennes. Les résultats indiquent que la sous-représentation d’une compétence pragmatique dans les cours d’ALE serait attribuable à des facteurs contextuels tels des lacunes dans les connaissances, chez les enseignants d’ALE, relatives au contenu et à la pédagogie en matière de pragmatique interlangue et aux décisions concernant le programme. Nous discutons des résultats principaux dans le contexte de la documentation sur la pragmatique interlangue. Mots clés : pragmatique interlangue; connaissances des enseignants de langue; croyance; enseignant d’ALE; connaissances fondamentales des enseignants d’ALE

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5

Gynan, Shaw N., A. Davies, C. Criper, and A. P. R. Howatt. "Interlanguage." Modern Language Journal 69, no. 4 (1985): 423. http://dx.doi.org/10.2307/328437.

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6

Heath, Jeffrey, Alan Davies, C. Criper, and A. P. R. Howatt. "Interlanguage." Language 62, no. 4 (December 1986): 962. http://dx.doi.org/10.2307/415213.

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7

Fauziati, Endang Fauziati. "NATIVE AND TARGET LANGUAGE INFLUENCE ON THE STUDENTS’ INTERLANGUAGE PRODUCTION: A CASE OF INDONESIAN EFL COMPOSITIONS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 54. http://dx.doi.org/10.17509/ijal.v7i1.6858.

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English compositions written by Indonesian EFL students contain erroneous sentences which portray learner language. The errors are neither of their native language nor the target language, but containing linguistic system from both. This is called an interlanguage. This study focuses on one of interlanguage features, that is, permeability, meaning the susceptibility of interlanguages to infiltration by first language and target language rules or forms. It aims to provide empirical evidence of the permeability of the students’ interlanguage production by describing the types and degree of the native and target language influence and explaining the possible causes of the influences. The data were 264 ill-formed sentences elicited from their English free compositions. Error analysis and interlanguage analysis were used as framework for collecting, identifying, describing, and explaining the data. The results indicate that their interlanguage production was influenced by their native language and the target language at both lexical and syntactical level. The dominant native language influence was on vocabulary (i.e. Indonesian borrowings) and the target language influence was on grammar (i.e. verb tenses). The native language influence had a little lower frequency compared with that of the target language. The main source of the influence was their possession of two language systems in their mind was activated regardless of their intention to use one language only. The native language influence was due to the good mastery of the native language and the limited knowledge of the target language. The target language influence was due to the learning strategy used.

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8

Hilles, Sharon. "Interlanguage and the pro-drop parameter." Interlanguage studies bulletin (Utrecht) 2, no. 1 (June 1986): 33–52. http://dx.doi.org/10.1177/026765838600200103.

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There is a relatively stable period in child L 1 acquisition during which surface subjects can be omitted. This period is also characterized by the absence of modals and expletives. With the emergence of modals and expletives, absent subjects disappear. This sequence has been attributed to the constraints of Universal Grammar (UG), a parameterized system with various settings depending on the language. The same sequence has also been observed in the interlanguage of a Spanish speaker learning English, suggesting that UG might also constrain interlanguages, and that a major part of L2 learning may be resetting the values of UG parameters.

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9

Harlow, Linda L., Gabriele Kasper, and Shoshana Blum-Kulka. "Interlanguage Pragmatics." Modern Language Journal 79, no. 1 (1995): 119. http://dx.doi.org/10.2307/329401.

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10

Burt, Susan Meredith, Gabriele Kasper, and Shoshana Blum-Kulka. "Interlanguage Pragmatics." Language 70, no. 3 (September 1994): 607. http://dx.doi.org/10.2307/416514.

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11

Odlin, Terence, and Larry Selinker. "Rediscovering Interlanguage." Language 69, no. 2 (June 1993): 379. http://dx.doi.org/10.2307/416543.

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12

Bardovi-Harlig, Kathleen. "Interlanguage Development." AILA Review 19 (November 9, 2006): 69–82. http://dx.doi.org/10.1075/aila.19.06bar.

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The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development.

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13

Toda, Takako. "Interlanguage phonology." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 51–76. http://dx.doi.org/10.1075/aral.17.2.03tod.

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Abstract This paper presents the results of a study pertaining to the acquisition of timing control by Australian subjects who are enrolled in first-year Japanese at tertiary level. Instrumental techniques are used to observe segment duration and pitch patterns in the speech production of learners and native speakers of Japanese. The observations concern vowels and obstruents based on minimal pairs with durational contrasts, and the results are discussed within the framework of interlanguage phonology. The results obtained from this study demonstrate problems of beginning-level learners, including the underdifferentiation of durational contrasts (Han 1992). From the viewpoint of interlanguage phonology, however, the results seem to indicate that the learners have the ability to control timing and that they try to achieve durational distinctions in their speech production, but that their phonetic realisation is different from that of native speakers.

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14

Riney, Timothy. "Rediscovering interlanguage." System 22, no. 1 (February 1994): 119–22. http://dx.doi.org/10.1016/0346-251x(94)90046-9.

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15

Schulz, Barbara. "Syntactic creativity in second language English: wh-scope marking in Japanese-English interlanguage." Second Language Research 27, no. 3 (May 31, 2011): 313–41. http://dx.doi.org/10.1177/0267658310390503.

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This article documents a fairly rare kind of interlanguage phenomenon, namely one in which interlanguages exhibit syntactic constructions that are grammatical neither in a learner’s native language nor in his or her target language, but are nevertheless typologically attested. The target construction is wh-scope marking, a cross-linguistically attested form of complex question formation. Using an elicited production experiment, an off-line acceptability judgment task and an on-line acceptability judgment task, it is argued that wh-scope marking is a genuine phenomenon in Japanese—English interlanguages despite the fact that it is ungrammatical both in English and in Japanese. Given that the acquisition of wh-scope marking cannot be explained by these learners’ first language nor by their target language, the current study investigates what other mechanism these learners might be drawing on in their acquisition process. The article proposes that wh-scope marking in Japanese—English interlanguages results from a simplification strategy that learners adopt in order to ease the processing burden.

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16

Wei, Longxing. "Interlanguage as an Outcome of Bilingual Systems in Contact." Studies in Linguistics and Literature 4, no. 3 (June 22, 2020): p33. http://dx.doi.org/10.22158/sll.v4n3p33.

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Most previous studies of interlanguage regarded commonly observed learner errors as a universal or developmental phenomenon and related language transfer in second language learning to the developing interlanguage system itself. Though language transfer is often defined as one of the processes responsible for interlanguage, the relationship and interaction between the learner’s first language and the target language is largely ignored. This study assumes that any interlanguage system is “composite” in nature because in second language learning several linguistic systems come into contact, and each contributes different amounts to the developing interlanguage system. It further assumes that the bilingual mental lexicon contains abstract elements called “lemmas” about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in interlanguage production. Based on some research findings, this study concludes that language transfer or learner errors in interlanguage production should be understood as lemma transfer of the learner’s first language abstract lexical structure; the developing interlanguage system is driven by an incompletely acquired abstract lexical structure of a target language item. This study treats interlanguage as an outcome of bilingual systems in contact at a rather abstract level to provide an explanatory account of second language acquisition.

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Wei, Longxing. "Contact Linguistics of Interlanguage." Studies in Linguistics and Literature 7, no. 4 (September 20, 2023): p28. http://dx.doi.org/10.22158/sll.v7n4p28.

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Different from traditional definitions of “interlanguage” and descriptions of interlanguage production, this study defines interlanguage in terms of its outstanding linguistic characteristics at the level of abstract lexical structure, including its three sublevels: lexical-conceptual structure, predicate-argument structure, and surface morphological realization patterns (Myers-Scotton and Jake 1995). Also different from most previous studies of interlanguage, this study views interlanguage or any interlanguage system as an outcome of a language-contact phenomenon. Adopting the Matrix Language Frame model (Myers-Scotton 1993[1997]) of bilingual intrasentential codeswitching in particular and contact linguistics in general, this study identifies the “matrix language” or the grammatical frame which structures interlanguage and reviews such a matrix language as a composite (Jake 1998; Wei 2009c). By adopting the Bilingual Lemma Activation model (Wei 2002, 2015, 2020), this study explores the nature and activity of the bilingual mental lexicon during interlanguage development. Accordingly, it proposes a particular approach to the nature and sources of second language learner errors or first language transfer in second language learning. It concludes that any interlanguage system must be driven by an incompletely acquired target language system in general and by an incompletely acquired target language abstract lexical structure in particular.

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18

Wulandari, Widya, Berlin Sibarani, and Anni Holila Pulungan. "CULTURE AND INTERLANGUAGE STAGES EFFECT ON EFL STUDENTS’ POLITENESS IN REFUSALS." LINGUISTIK TERAPAN 18, no. 2 (September 6, 2021): 166. http://dx.doi.org/10.24114/lt.v18i2.27895.

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ABSTRACTThe objectives of this study is to investigate the culture and interlanguage stages effect on EFL students’ politeness in refusals. This study was a qualitative research. The data were taken from refusal expressions made by EFL Malay and Batak Junior high school students with initial stage (stage 1 interlanguage) and free variation stage (stage 2 interlanguage). The data of this study were collected by using elicitation techniques by using Discourse Completion Task (DCT), pictures and Interview. The number of the subjects involved in this study was taken by using snowball technique and the total number were twelve subjects. The results of this study showed that both culture and interlanguage stages affect the EFL students’ politeness in refusals. In Bataknese EFL students, the realization of politeness in refusal tends to be more affected by the culture rather than the interlanguage stages. While in Malay, culture and interlanguage stages have the same effect in the realization of politeness in refusals.Keywords: Culture, Effect, Interlanguage Stages, Politeness, Refusals

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19

Granger, Sylviane. "Contrastive interlanguage analysis." International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 7–24. http://dx.doi.org/10.1075/ijlcr.1.1.01gra.

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Since its introduction in 1996, Contrastive Interlanguage Analysis (CIA) has become a highly popular method in Learner Corpus Research. Its comparative design has made it possible to uncover a wide range of features distinctive of learner language and assess their degree of generalizability across learner populations. At the same time, however, the method has drawn criticism on several fronts. The purpose of this article is threefold: to provide a brief overview of CIA research, to discuss the main criticisms the method has faced in recent years and to present a revised model, CIA², which makes the central role played by variation in interlanguage studies more explicit and is generally more in line with the current state of foreign language theory and practice.

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20

Rahayu, Dwi. "Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan." Jurnal Penelitian Pendidikan 15, no. 1 (June 30, 2023): 10–14. http://dx.doi.org/10.21137/jpp.2023.15.1.2.

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This study describes the communication strategies in English used by first-level students of the English Education Study Program at STKIP PGRI Pacitan which can be seen in their interlanguage production. The research data is in the form of interlanguge which they produce when performing oral communication. Data collection techniques are elicitation and documentation. Data were analyzed qualitatively. The results of the study show that there are three main types of communication strategies used by learners, namely: over-generalization, first language transfer, and simplification. This strategy is intended by students to maintain that communication using English as the target language can continue with the limitations of their language skills. The implication of this research is that mistakes are an inevitable process in the process of learning a foreign language, so it needs to be addressed positively. Appropriate training needs to be provided to learners so that they better understand the differences between the target language and their mother tongue so as to help them develop their interlanguage system.

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Mahfuza, Nurul. "How Interlanguage Process of Students L2 During the Pandemic Era?" Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 159–64. http://dx.doi.org/10.24036/icolp.v1i1.34.

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During the COVID-19 pandemic, all activities are carried out virtually and the learning process is included in the effort to learn the target language (IL) in the Interlanguge process. The purpose of this article is to identify what applications students use in their respective L2 processes in the interlanguage process. To collect data in this study, researchers used interviews. Data collection was carried out by interviewing with the help of an interview guide conducted with 6 students of SMK Amal Ikhlas Kampar. The results of this study indicate that students use the Youtube application to achieve the target language mastery level in the inter-language process.

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22

Kasper, Gabriele, and Richard Schmidt. "Developmental Issues in Interlanguage Pragmatics." Studies in Second Language Acquisition 18, no. 2 (June 1996): 149–69. http://dx.doi.org/10.1017/s0272263100014868.

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Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in interlanguage pragmatics have focused on second language use rather than second language learning. The aim of this paper is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspects of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.

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Asikin, Nida Amalia. "THE ANALYSIS OF INTERLANGUAGE PRODUCED BY 3RD GRADE HIGH SCHOOL STUDENTS IN NARRATIVE WRITING TEXT." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 39. http://dx.doi.org/10.25134/ieflj.v3i1.652.

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This research is a descriptive case study concerning interlanguage in EFL students� narrative writing. The study explores the occurrence of interlanguage in students� writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students� texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing.Keywords: interlanguage, narrative writing, passive sentence

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Zheng, Qianmin, and Mikhailovich Shaklein Viktor. "The Features of Phrases in the Interlanguage of Chinese Students Studying Russian." Litera, no. 2 (February 2023): 44–53. http://dx.doi.org/10.25136/2409-8698.2023.2.39714.

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The purpose of the study is to find out the features of phrases in the interlanguage of Chinese students studying Russian language. By analyzing a number of works related to the term "interlanguage", comparing the concept of interlanguage in the publications of various specialists, in the article the concept of the term "interlanguage" is clarified, which has been updated in recent years in Russian and foreign linguistics, and similarities and differences in their understandings are found. Highlighting the features of phrases in the interlanguage of Chinese student studying Russian language is an important and urgent task that contributes to the study of interlanguage as a whole. The subjects of the research are oral and written language materials collected by teachers with the help of classroom tests and homework among two groups of Chinese philology students studying Russian language at the Faculty of Philology in Peoples' Friendship University of Russia. Scientific novelty of the study lies in the fact that the authors for the first time systematically summarized and analyzed such features of phrases in the interlanguage of Chinese students studying Russian language as literal translation from native language to target language, the absence or excessive use of preposition, incorrect choice of preposition in phrases in the interlanguage of Chinese students studying Russian language, and the reasons for the existence of these features. The result of the study provides useful advices in the direction of improving the effectiveness of learning Russian language – in classes of second language acquisition, especially in classes of teaching Chinese students Russian language.

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Sinyachkin, Vladimir P., and Merve G. Dogan. "Linguoculturological aspect of the interlanguage homonymy of the Russian and Turkish languages." Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2021): 176–73. http://dx.doi.org/10.20339/phs.6-21.176.

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The article is devoted to the issue of interlanguage homonymy in the Russian and Turkish languages. Focus is given to the types of interlanguage homonyms. Emphasis is placed on the most commonly used interlanguage homonyms, which can cause interference in communication. Consideration is given to a linguo-didactic and linguo-cultural aspects: lexical-grammatical and lexical-semantic analysis of interlanguage homonyms allow us to identify their origin, phonetic form, and semantic, linguo-cultural analysis makes it possible to determine the interpretation, stylistic and emotional-expressive coloring of these lexical units, their functional role, which reflects the linguistic picture of the world.

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Yao, Jiayi, Hui Chen, and Yuan Liu. "Research on Constructing “Parallel Contrast Corpus of Grammatical Errors”." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 756. http://dx.doi.org/10.17507/jltr.1105.10.

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Error analysis and interlanguage are two cores in second language acquisition research. Researchers have conducted studies and established corpora from various perspectives based on Big Data. However, most of the existing interlanguage corpora provide no feedback for students, which resulted in the barrier of improving self-study efficiency. Additionally, interlanguage systems are influenced by nationalities, while there is a vacancy on the construction of divisional interlanguage corpora. Based on previous studies and error analysis of BNU-Cardiff Chinese College students, this study proposes an idea and model of “Parallel Contrast Corpus of Grammatical Errors” for native English speakers in Chinese learning.

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Harahap, Winda Siska Perwana. "Interlanguage of Error Analysis on Students Writing in Covid-19 Pandemic Era." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 240–46. http://dx.doi.org/10.24036/icolp.v1i1.46.

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This study aims to investigate the interlanguage of error analysis production on students writing. In writing process, there are general problem that occur such error from the interlanguage. This problem certainly getting worse during this Covid -19 pandemic era where the students only have limited direct or face to face English learning for one hour per week. Interlanguage is language used by second or foreign language when prosess of learning the target language. Data collected through documentation technique. The sample was taken using purposive sampling technique. There were five students as the sample. The framework of interlanguage and error analysis was applied in the process of data analysis. The results of this study indicate that the interlanguage of the students is influenced by 78% of language transfer, 10.5%of transfer of training and 10.5%of overgeneralization.

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yuxiaolin, Tian. "FOSSILIZATION OF INTERLANGUAGE AND ITS ENLIGHTENMENT TO ORAL ENGLISH TEACHING." World Languages, Literature and Cultural Studies 2, no. 1 (January 5, 2023): 04–07. http://dx.doi.org/10.26480/wllcs.01.2023.04.07.

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Fossilization refers to a permanent cessation of interlanguage learning before the learner has attained target language norms at all levels of linguistic structure and in all discourse domains in spite of the learner’s positive ability, opportunity, and motivation to learn and acculturate into target society. Fossilization of interlanguage is a common phenomenon in second language acquisition. It is also an inevitable problem for language learners, especially when they learn oral English. Therefore, it is of positive significance to analyze the fossilization in interlanguage in second language acquisition, find out the causes of the fossilization, and then figure out its countermeasures. Based on the introduction of fossilization of interlanguage and reasons behind it, this paper elaborates on the manifestation of fossilization in Chinese students’ oral English and gives some practical suggestions to help them overcome fossilization of interlanguage.

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'Ain, Qurrata, and Pratomo Widodo. "A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 1. http://dx.doi.org/10.21093/ijeltal.v4i1.245.

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Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing. It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.

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Wei, Longxing. "The Composite Abstract Lexical Structure of Interlanguage and Its Implications for Second Language Acquisition." Education, Language and Sociology Research 4, no. 4 (September 5, 2023): p1. http://dx.doi.org/10.22158/elsr.v4n4p1.

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This paper explores the nature of interlanguage with a focus on its lexical structure in relation to second language acquisition. The lexical structure of any language is assumed to be ‘abstract’ in that the mental lexicon contains ‘lemmas’, which are pieces of information about individual lexemes at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The abstract lexical structure of IL is assumed to be ‘composite’ in that during the process of second language acquisition several linguistic systems are in contact, each of which contributes different amounts to interlanguage (i.e., the developing linguistic system). This study claims that lemmas are language-specific and the bilingual mental lexicon contains cross-linguistic lemmas at each of these abstract levels. It further claims that bilingual lemmas are in contact in interlanguage production, and it is cross-lemma variations in the composite abstract lexical structure of interlanguage which induce learner errors. Naturally occurring interlanguage production data for the study include several first and second language pairs. Based on the research findings, this study concludes that interlanguage variations are driven by an incompletely acquired abstract lexical structure of a target language and offers some implications for second language acquisition.

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Shuhuai, Yu. "Word order and topic prominence in the interlanguage of an Australian learner of Chinese." Volume 3 3 (January 1, 1986): 83–91. http://dx.doi.org/10.1075/aralss.3.05shu.

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This project studies the word orders of adjective and noun and adverb and verb in a Chinese learner’s interlanguage and compares the word order features with the corresponding features in Chinese. It shows significant evidence of the subject’s “NA” word order in his interlanguage. Features of the interlanguage which conform with neither the subject’s first language nor with the target language are related to the topic prominence of the inter language.

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Young, Richard. "Variation and the Interlanguage Hypothesis." Studies in Second Language Acquisition 10, no. 3 (October 1988): 281–302. http://dx.doi.org/10.1017/s0272263100007464.

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Previous studies of variation in interlanguage morphology have led to conflicting and contradictory claims concerning the relation between interlanguage forms and the contexts in which they occur. The present study suggests that such contradictions are due to the descriptively inadequate model of variation used in earlier studies. A multivariate model is proposed and applied to the analysis of variation in the acquisition of the English (s) pluralizaron rule by native speakers of Chinese. Three major groups of factors are shown to influence variation: stage of acquisition, linguistic environment, and communicative redundancy. Findings confirm the hypothesis that there exists a degree of systematicity in interlanguage, but suggest that the interlanguage system is best described in terms of probabilistic rules.

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Zheng, Qianmin. "The Specifics of Word Formation in Chinese Russian-Learners' Interlanguage." Litera, no. 3 (March 2023): 93–101. http://dx.doi.org/10.25136/2409-8698.2023.3.40006.

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The purpose of the study is to find out the specifics of word formation in Chinese Russian-learners’ interlanguage. In the process of mastering a second language, interlanguage is considered as a language system in which exist its own rules and function, which differ from the rules of both the native and the target languages. The article updates the concepts of the term "interlanguage" in recent studies in Russian linguistics, discusses the common characteristics of interlanguage, analyzes speech features and written language materials related to interlanguage of two groups of Chinese philology students studying Russian language at the Faculty of Philology in Peoples' Friendship University of Russia. The novelty of the research lies in the fact that the author for the first time systematically described the specifics of word formation in Chinese Russian-learners’ interlanguage in aspects of prefix, suffix, word endings, etc., explained the reasons for their existence. The obtained research results provide useful recommendations to teachers working in the field of foreign language teaching; the results can be especially useful in classes for teaching Chinese students Russian language. The material of this article can also be used in the process of compiling textbooks and teaching aids on applied linguistics and the discipline of Russian language.

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Geng, Zishuo, and Zikai Jin. "A Review of Interlanguage Fossilization in English Learning." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 153–60. http://dx.doi.org/10.54097/z4kvfr08.

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The phenomenon of interlanguage fossilization, which is commonly observed during the process of acquiring a foreign language, signifies a barrier to further progress in language proficiency. This paper presents a comprehensive review and analysis of the phenomenon of interlanguage fossilization in the context of second language acquisition. Interlanguage fossilization refers to the stagnation of language learning progress, hindering further linguistic development in foreign language acquisition. The paper explores the defining characteristics, various types, and current research status related to interlanguage fossilization. It investigates the specific causes and manifestations of this phenomenon in second language acquisition, focusing on English language learning. The study further proposes practical measures to address interlanguage fossilization and enhance learners' proficiency. These measures include continual upgrading of teachers' knowledge base in fundamental English concepts, communicative skills, linguistic understanding, and knowledge of Anglo-American cultural backgrounds. Additionally, learners are encouraged to adopt a correct mindset, recognizing language learning as a long-term, continuous process requiring consistency and systematicity. The paper emphasizes the importance of vocabulary memorization, progressive learning approaches, repetition, and extensive practice to internalize the language and achieve effective and accurate language output. By implementing these strategies, learners can overcome interlanguage fossilization and make significant progress in their English language proficiency.

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Hajrić, Amrudin. "ARABIC IN INTERLANGUAGE CONTACTS." Zbornik radova 17, no. 17 (December 15, 2019): 415–31. http://dx.doi.org/10.51728/issn.2637-1480.2019.17.415.

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Contacts between speakers of different languages are a common occurrence, although depending on the efficiency of means of transport and communication they have been of varying intensity throughout history. The nature of the consequences of such contacts can be positive and negative for the languages, while the superior or inferior status of languages in contact determines which of them will suffer one or the other type of consequences. Only the languages of strong communities can overcome the negative aspects of interlanguage contacts. In different historical periods, the Arabic language has been in contact with other languages, has influenced but has also been influenced by some of them.

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Dewi, Kadek Yati Fitria. "COMMUNICATIVE STRATEGIES IN INTERLANGUAGE." Daiwi Widya 8, no. 3 (September 20, 2021): 42–50. http://dx.doi.org/10.37637/dw.v8i3.822.

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The concept ‘communicative competence’ covers four main aspects: grammatical competence traditionally dealing with syntax; sociolinguistic competence dealing with social appropriateness of communication; discourse competence dealing with cohesive and coherence in discourse; and strategic competence focusing on pragmatic function of communication. Those aspects of communicative competence have received great attention in language and literacy education, particularly in second language learning. However, little attention is given to the ability to employ different tactics by language users in achieving this goal. This paper examines this neglected area of communicative strategic competence and their implications for research and teaching.

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37

Achkasov, Andrei. "Locales and Interlanguage Communication." Translation Studies: Theory and Practice 1, no. 1 (June 30, 2021): 29–36. http://dx.doi.org/10.46991/tstp/2021.1.1.36.

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Traditional approaches fail to grasp the essential drivers and turns of interlingual communication in a wide context of current technological, marketing and economic processes. New scenarios of cross- and interlanguage information distribution, prevalence of functionality, timeliness, relevance, predictability, relevance and marketing function of selling texts over standards of quality, do not comply with any types of equivalence and adequacy. The concept of ‘locale’ is used in a variety of research, including Translation and Localization Studies, Marketing, Sociology, Political Science, etc., and allows to identify new variables, qualities and functions of interlanguage communication, embedded into technologically and economically driven processes of content and products distribution. Such parameters of locales as purchasing power, size, stronger or weaker communicative potential of languages, etc., account for asymmetries in interlingual communication and provide for the conceptualization of new patterns of content production and consumption across languages.

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38

Walker, James A., and Richard Young. "Variation in Interlanguage Morphology." Language 69, no. 1 (March 1993): 227. http://dx.doi.org/10.2307/416476.

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39

Tran, Giao Quynh. "Terminology in Interlanguage Pragmatics." ITL - International Journal of Applied Linguistics 143-144 (January 1, 2004): 109–19. http://dx.doi.org/10.2143/itl.143.0.504648.

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Abstract Inter language pragmatics research has spanned a number of different areas in second language acquisition and pragmatics. In the large corpus of interlanguage pragmatics studies, basic terms such as “interlanguage pragmatics”, “speech acts” and “pragmatic transfer” have been referred to more often than not. But rarely have we stopped to re-evaluate the applicability and appropriateness of these terms. This paper aims to properly interpret or redefine their meanings and to propose more appropriate terms where possible.

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QUYNH TRAN G. "Terminology in Interlanguage Pragmatics." ITL. Review of Applied Linguistics 143, no. 1 (April 14, 2005): 109–20. http://dx.doi.org/10.2143/itl.143.1.504648.

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Dewaele, Jean-Marc, and Aneta Pavlenko. "Emotion Vocabulary in Interlanguage." Language Learning 52, no. 2 (June 2002): 263–322. http://dx.doi.org/10.1111/0023-8333.00185.

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42

Benton, Nick, and Andrew Kennedy. "Interlanguage working without tears." ACM SIGPLAN Notices 34, no. 9 (September 1999): 126–37. http://dx.doi.org/10.1145/317765.317791.

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43

Nsakala, Lengo M., and Lusala D. Matondo. "Approximations in impromptu interlanguage." ITL - International Journal of Applied Linguistics 137-138 (January 1, 2002): 301–12. http://dx.doi.org/10.1075/itl.137-138.07nsa.

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Abstract This paper deals with approximations in the impromptu speech of Congolese students of English. The paucity of vocabulary knowledge prompts foreign language learners to fall back on readily accessible resources in spontaneous speech, such as approximations. The latter are characteristic of an elementary stage in target language development, their frequency relatively decreasing with advanced students. Approximations can be accounted for in terms of communication strategies and in the light of semantic findings. In respect of semantics, three categories of approximations are distinguished : superordinate terms, hyponyms, and cohyponyms. Approximations in a foreign language setting may stem from teachers' negative attitude to vocabulary instruction and from learners' inadequate input. Another source is passive vocabulary, which causes retrieval problems. To minimize this situation, teachers must pay particular attention to vocabulary instruction by teaching vocabulary systematically, rather than leaving it to develop independently.

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Fuller, Judith W., and Jeanette K. Gundel. "Topic-Prominence in Interlanguage*." Language Learning 37, no. 1 (March 1987): 1–18. http://dx.doi.org/10.1111/j.1467-1770.1968.tb01310.x.

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45

Major, Roy C. "INTERLANGUAGE PHONETICS AND PHONOLOGY." Studies in Second Language Acquisition 20, no. 2 (June 1998): 131–37. http://dx.doi.org/10.1017/s0272263198002010.

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This thematic issue explores various aspects of interlanguage phonetics and phonology and their relationship to general linguistic theory. Research in interlanguage syntax and recently in discourse and pragmatics has been quite prolific; however, research in interlanguage phonetics and phonology has produced far fewer studies. Of the nearly 200 articles published in Studies in Second Language Acquisition (SSLA) during the last 10 years, only about a dozen focus on phonetics and phonology. This thematic issue is intended to fill some of this gap.

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46

Crookes, Graham. "Planning and Interlanguage Variation." Studies in Second Language Acquisition 11, no. 4 (December 1989): 367–83. http://dx.doi.org/10.1017/s0272263100008391.

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Having focused previously on attention, cognitively oriented investigations of interlanguage variation and development are turning toward other possible explanatory variables, such as planning. The present study reports on an experiment in which two groups of 20 Japanese learners of English as a second language performed two monologic production tasks with and without time for planning. It was found that providing learners with time to plan their utterances results in interlanguage productions which are more complex in the short run.

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47

Hüllen, Werner. "Strategies in interlanguage communication." System 15, no. 2 (January 1987): 227. http://dx.doi.org/10.1016/0346-251x(87)90077-7.

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Perna, Cristina Becker Lopes, and Anne O'Keffe. "The pragmatics of interlanguage." Letras de Hoje 52, no. 3 (December 7, 2017): 284. http://dx.doi.org/10.15448/1984-7726.2017.3.29359.

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Mehmet, KANIK. "Interlanguage pragmatics in Turkish." Dil Dergisi, no. 150 (2010): 32–49. http://dx.doi.org/10.1501/dilder_0000000137.

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Barkho, Leon Y. "Interlanguage across academic contexts." English for Specific Purposes 6, no. 2 (January 1987): 157–61. http://dx.doi.org/10.1016/0889-4906(87)90021-4.

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