Interlanguage and Theories of Language Learning

Interlanguage Concept

  • Definition of Interlanguage:
    • A unique linguistic system created by L2 learners.
    • Evolving system as learners progress in learning a second language (L2).

Theories of Language Learning

Behaviourist Learning Theory

  • Dominant in the 1950s-60s.
  • Focus on habit formation:
    • Learning through stimulus-response connections.
    • Imitation and reinforcement (positive and negative) reinforce habits.
    • Emphasizes external stimuli and observable behavior without considering internal mental states.
  • Key Contributors:
    • John B. Watson, Ivan Pavlov, B.F. Skinner, E. L. Thorndike, Bandura, Tolman.
  • Learner's role:
    • Considered passive; shaped by positive and negative reinforcements.
    • Clean slate (tabula rasa) concept.

Negative Reinforcement

  • Definition: Removal of an unpleasant stimulus when a desired behavior occurs.
  • Example: Michael avoids snakes due to his phobia by working only in the bird department.

Mentalist Theory of Language Learning

  • Debate between nurture (environment) and nature (innateness).
  • Language Acquisition Device (LAD):
    • Innate mechanism for learning language.
    • Key Features:
    • Universal Grammar: built-in grammatical rules common to all languages.
    • Rapid Language Acquisition: quick and effortless language learning.
    • Rule-Based Learning: internalizing language rules rather than mere memorization.
    • Critical Period Hypothesis: best language learning occurs in early childhood.

Stages of Interlanguage Development

  • Larry Selinker's Contributions (1972):
    • Five key psycholinguistic processes affect interlanguage development:
    1. Native Language Transfer:
      • Using L1 structures leading to errors (e.g., direct translations).
    2. Overgeneralization:
      • Applying L2 rules too broadly (e.g., "goed" instead of "went").
    3. Transfer of Training:
      • Errors from the teaching method (e.g., overusing present continuous).
    4. Strategies of Learning:
      • Developing personal strategies that may result in systematic errors (avoiding complexity).
    5. Strategies of Communication:
      • Coping mechanisms for lacking vocabulary (e.g., paraphrasing).

Fossilization

  • Concept that some errors remain permanent despite further exposure to L2, explaining why some learners do not achieve native-like proficiency.

Computational Model of L2 Acquisition

  • Simplified model illustrating process from input to output:
    1. Input: Exposure to language through various sources (teachers, media).
    2. Intake: Portion of input noticed and processed by learner based on attention, motivation, etc.
    3. L2 Knowledge: Development of internal language rules.
    4. Output: Language production (speaking/writing) that tests and refines knowledge.

Social Context in L2 Acquisition

  • Crucial role in language acquisition influencing:
    1. Input and Interaction: Immersion environments improve learning effectiveness.
    2. Cultural and Identity Factors: Connection to L2 culture enhances motivation.
    3. Motivation and Attitude: Positive environments encourage learning; negative experiences can hinder it.
    4. Opportunities: Access to quality education and resources affects progress in SLA.
    5. Learning Contexts: Formal education provides structure; informal learning leads to fluency.
    6. Social Networks: Being part of an L2-speaking community accelerates learning.

Conclusion

  • Selinker's work is fundamental in understanding the psychological processes learners undergo in acquiring a second language, emphasizing the variability and evolution of interlanguage systems based on numerous influences.