Main points of Interlanguage Krashen and Universal Grammar

Main points of Interlanguage, Krashen, and Universal Grammar

What is Interlanguage (IL)? ¨ Larry Selinker (1972) ¨ Intermediate states (or intermediate grammars) of a learner’s language as it moves toward the target L 2. ¨ Creative process, driven by inner forces and interaction, and influenced by L 1 and input from the target language.

Characteristics of Interlanguage ¨ Systematic (governed by rules and by students’ L 1) ¨ Dynamic (changes frequently) ¨ Variable (based on context and situation) ¨ Reduced system (form)- the interlanguage is less complex grammatically in form ¨ Reduced system (function)- used for a smaller range of communicative needs.

Differences in IL in L 2 and L 1 ¨ Language transfer ¨ How the L 2 is taught. ¨ How learners approach learning L 2. ¨ Ways that learners try to communicate with others in L 2. ¨ Overgeneralization (rules are applied to broadly).

Fossilization ¨ Cease learning a language before they reach target language norms. ¨ This happens despite students receive L 2 input and passage of time. ¨ More likely to happen among older L 2 learners. ¨ Also depends on social identity and need to communicate

Issues with Fossilization Should individuals be considered “fossilized” if… ¨ They retain a foreign accent despite being fluent in the language? ¨ The students don’t want to “sound native” Should “progress” be measured against nativespeaker norms?

Monitor Model (Krashen) ¨ Language Acquisition Device (LAD)- children’s innate knowledge and language. ¨ Collection of five hypotheses which have major claims and assumptions about learning a language

Krashen’s Five Hypotheses ¨ Acquisition-learning ¨ Monitor ¨ Natural Order ¨ Input ¨ Affective filter

Acquisition Learning What is the difference between acquisition and learning? Acquisition- subconscious learning, not aware; involves the LAD Learning- conscious; what happens in the classroom.

Monitor What is “learned” is available only as a monitor, for purposes of editing or making changes in what has already been produced.

Natural Order Acquire the rules of language in a predictable order.

Affective Filter ¨ How one feels about the learning process. Conscious learning is taking place. ¨ Input may not be processed if this is “up”. ¨ “Lower their affective filter”

Universal Grammar (UG) ¨ Noam Chomsky ¨ Language Acquisition is based on linguistic competence (what learners know about the language) not on the use of the language. ¨ This knowledge is deeper than the input students get. (“Innate”)

Innate Knowledge ¨ Competency in L 1 come from the innate knowledge that all students possess. ¨ Knowledge is also based on what all languages have. ¨ Innate knowledge= language faculty (physically represented in the brain)

Innate Knowledge ¨ Children already have a rich system of knowledge that they bring when are they learning L 1. ¨ They are not learning UG; UG is present at birth, but this capacity is awaken with input. ¨ But, does this knowledge apply to individuals who are learning additional languages beyond childhood?

Principles and Parameters ¨ Principles= the properties that ALL languages possess. ¨ Parameters= variation amongst the different languages. ¨ Children are able to interpret the input they receive and out comes the appropriate grammar.

UG and L 2 ¨ What is the initial state in L 2? (Starting point) ¨ What is the nature of interlanguage and how does it change over time? ¨ What is the final state in SLA?

Initial State ¨ Learners already have knowledge of L 1 when L 2 acquisition begins. ¨ L 1 knowledge is transferred, but what transfers and what to degree depends on: -Any similarities between L 1 and L 2? -Why and how the person is learning L 2?

Initial State (continued) ¨ When L 1 and L 2 settings are the same, positive transfer happens. ¨ When L 1 and L 2 settings are different, negative transfer or interference occurs.

Final State ¨ All learners may not have the same degree of access to UG. ¨ Different relationships between L 1 and L 2 may result in negative transfer or interference. ¨ Some learners may receive different input (in terms of quality).

Functional Approaches ¨ Emphasize the content of what is being produced ¨ Views language as a form of communication rather than rules.

Other Main Points of Functionalism ¨ Focus is on the use of language in real situations (performance) as well as underlying knowledge (competence). ¨ Purpose of language is communication, and to develop that knowledge requires communicative use. ¨ Study how language is used in interaction.