Larry Selinker introduced the concept of interlanguage in 1972, building on Corder's earlier work on language learners' errors. Interlanguage refers to the transitional rule-based linguistic system that language learners develop between their native language and the target language they are learning. It is accepted as a basic principle in the field of second language acquisition. A learner's interlanguage preserves features of their first language and can overgeneralize rules of the target language as they progress toward proficiency but have not yet mastered it.

1. INTERLANGUAGE
• LARRY SELINKER IS PROFESSOR EMERITUS OF
LINGUISTICS AT THE UNIVERSITY OF MICHIGAN,
AND FORMER DIRECTOR OF THE UNIVERSITY'S
ENGLISH LANGUAGE INSTITUTE.
• IN 1972, SELINKER INTRODUCED THE CONCEPT
OF INTERLANGUAGE, WHICH BUILT UPON PIT
CORDER'S PREVIOUS WORK ON THE NATURE OF
LANGUAGE LEARNERS' ERRORS.
• CORDER'S AND SELINKER'S WORK BECAME THE
FOUNDATION OF MODERN RESEARCH INTO
SECOND LANGUAGE ACQUISITION , AND
INTERLANGUAGE IS ACCEPTED AS A BASIC
PRINCIPLE OF THE DISCIPLINE.
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2. DEFINING INTERLANGUAGE
 INTERLANGUAGE IS THE TERM
FOR A DYNAMIC, RULE-BASED
LINGUISTIC SYSTEM THAT HAS
BEEN DEVELOPED BY A
LEARNER OF A SECOND
LANGUAGE (L2) WHO HAS
NOT YET REACHED
PROFICIENCY. A LEARNER'S
INTERLANGUAGE PRESERVES
SOME FEATURES OF THEIR
FIRST LANGUAGE (L1), AND
CAN ALSO OVERGENERALIZE
SOME L2 WRITING AND
SPEAKING RULES.
INTERLANGUAGE IS A
LANGUAGE CREATED BY
LEARNERS OF A SECOND
LANGUAGE WHICH IS
BETWEEN THE TARGET
LANGUAGE AND THE
LEARNER'S FIRST LANGUAGE
(L1). IT’S A TRANSITORY
STAGE TOWARDS FINAL
PROFICIENCY OF THE
SECOND LANGUAGE.
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3. DEFINING INTERLANGUAGE
(CONTINUED)
• INTERLANGUAGE CAN BE
VARIABLE ACROSS DIFFERENT
CONTEXTS; FOR EXAMPLE, IT
MAY BE MORE ACCURATE,
COMPLEX AND FLUENT IN
ONE DOMAIN THAN IN
ANOTHER.
• TO STUDY THE
PSYCHOLOGICAL PROCESSES
INVOLVED, ONE CAN
COMPARE THE
INTERLANGUAGE
UTTERANCES OF THE
LEARNER WITH THE
FOLLOWING:
1.UTTERANCES IN THE NATIVE
LANGUAGE (L1) TO CONVEY THE
SAME MESSAGE PRODUCED BY
THE LEARNER.
2.UTTERANCES IN THE TARGET
LANGUAGE (L2) TO CONVEY THE
SAME MESSAGE, PRODUCED BY A
NATIVE SPEAKER OF THAT
LANGUAGE.
• UTTERANCES COMPLETELY NEW
THAT POSSESS FEATURES OF
NEITHER THE L1 NOR THE L2.11/22/2014Rozi Khan

4. INTERLANGUAGE RULES
• INTERLANGUAGE DOES
NOT ABIDE ANY STABLE
RULES, BUT IT EVOLVES
AND MODIFIES ALL THE
TIME, THEREFORE…
O RULES ARE ALTERED
O RULES ARE DELETED
O RULES ARE ADDED
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5. THE CONTINUUM OF
INTERLANGUAGE
DEVELOPMENT
BASILANG
THE EARLIEST FORM OF
TARGET LANGUAGE
DEVELOPMENT
MESOLANG
THE INTERMEDIATE STAGE
OF TARGET
LANGUAGE DEVELOPMENT
ACROLANG
THE FINAL STAGE OF
TARGET LANGUAGE
DEVELOPMENT
FROM NATIVE LANGUAGE FORMS TO TARGET LANGUAGE FORMS
INCLUDES THREE STAGES
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6. INTERLANGUAGE DEVELOPMENT
CONTINUUM
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7. Process of Inter-language
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8. FOSSILIZATION PROCESS
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9. INTERLANGUAGE FOSSILIZATION
DEFINITION PHENOMENON PHENOMENON
“FOSSILIZABLE LINGUISTIC
PHENOMENA ARE LINGUISTIC
ITEMS, RULES, AND
SUBSYSTEMS WHICH
SPEAKERS OF A PARTICULAR
NATIVE LANGUAGE WILL
TEND TO KEEP IN THEIR
INTERLANGUAGE RELATIVE
TO A PARTICULAR TARGET
LANGUAGE, NO MATTER
WHAT THE AGE OF THE
LEARNER OR AMOUNT OF
EXPLANATION OR
INSTRUCTION HE RECEIVES
IN THE TARGET LANGUAGE”
INTERLANGUAGE
FOSSILIZATION IS A STAGE
DURING SECOND
LANGUAGE LEARNING.
IT OCCURS WHEN
CERTAIN MISTAKES
SEEM TO BE IMPOSSIBLE
TO CORRECT IN SPITE OF
THE
ABILITY AND
MOTIVATION, LEARNERS
CANNOT
RECTIFY AND REPLACE IT
WITH CORRECT USAGE
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10. WHY DOES FOSSILIZATION
HAPPENS
Frequent Use
Reinforcement of
Communication Process
Lack of Correction
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11. SELINKER’S FIVE FOSSILIZATION
PROCESS STEPS
O OVER-GENERALIZATION
O TRANSFER OF TRAINING
O LANGUAGE TRANSFER
O STRATEGIES OF SLL
O STRATEGIES OF SL COMMUNICATION
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12. 1) OVER-GENERALIZATION
LEARNER MAKES THEIR OWN RULES OF LANGUAGE
THE ACT OR PROCESS OF OVER-GENERALIZING
THE PROCESS OF EXTENDING THE APPLICATION OF A RULE
LEARNERS USE RULES FROM SECOND LANGUAGE
EXAMPLE:
 I WALKED TO PRODUCE FORMS LIKE */ GOED OR */
RIDED.
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13. 2) Trans
~ The lack o
~ Fossilization
~ Result of i
performan
~ Fossilizatio
the instruct
the SL
fer of Training
f formal instruction in English
n of incorrect language forms
nitial learning process on the
ce of the later activities
n due to certain features found in
ion via which the learner is taught
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14. 3) Lang
 The errors i
L1and the d
the reason
uage Transfer
n theuse of L2 result mainly from
ifference between L1and the L2 is
for the occurrence of errors
Positive
Transfer
Negative
Transfer
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15.  Fossilization due to some approaches to the
learning of L2 material adopted by the learner
 It involves Incorrect Learning strategies
fossilization of some features (phonological,
morphological, syntactic, lexical,
psycholinguistics, or sociocultural)
4) Strategies of SLL
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16. 5) STRATEGIES OF SL
COMMUNICATION
 CONCERN WHEN THE COMMUNICATION IS GOING ON
 PAYS ATTENTION TO THE FLUENCY RATHER THAN
ACCURACY IN THE COMMUNICATION
 LEARNER TRIES TO SIMPLIFIES THE TL RULES
 FOSSILIZATION DUE TO SOME APPROACHES USED THE
LEARNER WHEN COMMUNICATING WITH L2 NATIVE
SPEAKERS
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17. INTER-L
PRODUC
ANGUAGE
TION
I
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18. Inter-language is the productionof
SL and FL learners
In language learning learner's language is
caused by several process like
,
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19. Characteristics of Inter-language
Production
 SL speakers rarely conform the production of
native speaker
 Inter-language productions are not exact
translation of native language utterances
 Utterances in second language are not
randomly produce
 Inter-languages are spoken either by adults or
by children, when second language acquisition
is not simultaneous with that of the first
language.
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20. GOOD POINTS & BAD POINTS
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21. Good Points
 Natural and systematic Theory of language
like L 1 acquisition
 Learner becomes active participant to
construct the rules by himself
 This study can help to determine what a
learner already knows about the rules
 The concept of IL has liberated language
teaching methods
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22.  It determines what a leaner has taught and
when and how in a particular SL teaching
programme.
Good Points
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23. Bad Points
 Limited explanatory power
 EA improves errors in IL but too much
correction can lead to lack of motivation
 The learner needs to be restricted to
important errors only
 This theory cant determine the exact
position of the learner in between L 1 or L2
Will be interpreted
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24. CONCLUSION
THE THEORY OF IL WAS THE FIRST MAJOR ATTEMPT TO
EXPLAIN THE PROCESS OF SLL, IN TERM OF MENTALIST
PERSPECTIVES. IT HAS BEEN GRADUALLY DEVELOPED BY
THE HANDS OF NUMEROUS RESEARCHES AT THIS TIME IT
BECOMES MUCH REFINED THEORY AND ALSO
CONTRIBUTED A LOT IN DEVELOPING MANY OTHER
THEORIES OF SLA
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25. ANY CONFUSION
ANY QUESTION
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