4. Interlanguage Rules
4
Learners create language rules from intake
Rules determine learners’
Comprehension
Production
Interlanguage rules are changeable
From the outside (input)
From the inside (learner hypotheses)
5. Interlanguage Rules
5
Learners’ interlanguage changes with time
Rules are altered
Rules are deleted
Rules are added
8. Interlanguage
8
Has rules
Is changeable, but not random
Moves towards L2, but may become fossilized
9. Processes
9
Processes that create interlanguage
Generalizations
Transfer
Internal sequences
10. Generalizations
10
Generalizations are used in many learning
situations
Learners group similar things, events,
information, etc. together into categories
Learners make rules to predict how different
items will behave
11. Generalization
11
Learners categorize what they hear and make
rules for those categories
Learners use those categories and rules in
new situations
12. Overgeneralization
12
Learners sometimes make mistakes because
Categories have exceptions
Learners put language in the wrong categories
13. Overgeneralization
13
An item belongs to a category but it is an
exception to a general rule for the category
Irregular verbs: go – went, choose – chose
Irregular plurals: wife – wives, mouse – mice
An item belongs to a different category
Auxiliary verbs and third person aspect: He goes to
the store – He will goes to the store
14. Transfer
14
Learners use their knowledge of their first
language to understand and organize second
language information
When there are differences in the first and second
language, transfer can lead learners to make
errors
When first and second language are the same,
transfer help learners
15. Examples of errors due to
15
transfer
Pronunciation
Vocabulary
Speech acts
16. Pronunciation
16
How do you pronounce the following?
Salad
Shirt
Earth
19
90
Base – vase
Rob – lob
17. Vocabulary
17
Idiom Meaning in English Meaning in Arabic
day after day every day every other day
red-faced embarrassed furious
(jokingly) say something
pull one's leg let him talk
untrue
stretch one's legs take a walk lie down
head over heels completely (in love) upside down
18. Speech acts
18
Americans hosts tend to offer food and drink
three times. American guests tend to refuse
the first two offers and accept the third.
Dutch hosts tend to offer food and drink only
once. Dutch guests are expected to accept if
they are thirsty or hungry or refuse if they are
not.
19. Transfer and generalization
19
Transfer and overgeneralization are not distinct
processes
Generalization: Learners make use of their
knowledge of the second language
Transfer: Learners make use of their knowledge
of their first language to produce or understand
a second language
20. Successful learning
20
Overgeneralization and transfer are not bad
Overgeneralization and transfer lead learners
to successfully produce language more often
than they lead them to make errors
Errors are part of the learning process
21. Internal Sequences
Learners
Hear different language, for example, in
classrooms
Have different first languages
Therefore, we expect that learners learn a
second language in different ways
22. Morpheme studies
Researchers studied how accurately learners
used different morphemes
Studied learners with different first languages
Analyzed how accurately the morphemes were
used
23. Morpheme Study Results 1
Group 1: present progressive -ing as in boy
running
plural -s as in two books
copula `to be' as in he is big
Group 2: auxiliary `to be' as in he is running
articles the and a
Group 3: irregular past forms as in she went
Group 4: regular past -ed as in she climbed
third-person singular -s as in she runs
possessive -s as in man's hat
24. Morpheme study results 2
Learners used morphemes in Group 1 most
accurately
Researchers assumed that degree of
accuracy indicated the order in which
morphemes are learned
English morphemes are learned in a
predictable sequence
25. Morpheme study results 3
Sequence is only a tendency
Variation in all studies
Other studies have shown contradictory results
Thus, morpheme studies are not completely
reliable
26. Questions
Second language learners go through the
same stages in learning questions as first
language learners
27. Question Stages
27
Stage Examples
Stage 1: What daddy doing?
wh-word goes in front Why Sarah crying?
Where you go?
Stage 2: Where he will go?
Adds the auxiliary verb What he is doing?
Why Sarah is crying?
Stage 3: What is daddy doing?
Grammatically correct Where will you go?
Why do you work?
28. Progress through the stages
Progress is gradual
One stage slowly disappears and is replaced
by another
Learners often produce questions from
different stages
29. Conclusions
Second language learners tend to learn
some language features in sequences
Morphemes
Negatives
Questions
Sequences are usually independent of the
learners first language
Sequences indicate that there may be
something internal helping learners learn
second languages
30. Learner Language
30
Interlanguage
Generalization
Transfer
Internal sequences
Editor's Notes
Learner text handout here.
At first irregular verbs are not analyzed – just memorized – and so they get them right. Then they go through a stage where they realize that there are irregular verbs and finally they have them mastered.Came >> comed & came >> came
Learners seldom reach L2; they usually fossilize, stop at a point short of their goal. BUT they can come close.