Fossilization refers to the process in which incorrect language becomes a habit and cannot easily be corrected. Teachers can help learners notice their fossilized errors by for example recording them speaking, or by asking them to keep a record of written errors as part of a language portfolio.
Lesson Summary
Interlanguage is variable across contexts and domains. Factors that shape interlanguage include overgeneralization, learning strategies, language transfer, transfer of training, and strategies of communication.What's more, another linguist, Brown(1987)divided the interlanguage development into four stages, (1) random errors, (2) emergent state of interlanguage, (3) systematic stage, and (4) stabilization.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language (in other words, gain the ability to be aware of language and to understand it), as well as to produce and use words and sentences to communicate. Human language capacity is represented in the brain.
Input vs. output. The input refers to the processible language the learners are exposed to while listening or reading (i.e. The receptive skills). The output, on the other hand, is the language they produce, either in speaking or writing (i.e. The productive skills).
(in language acquisition) the process of extending the application of a rule to items that are excluded from it in the language norm, as when a child uses the regular past tense verb ending -ed of forms like I walked to produce forms like *I goed or *I rided.
Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. Many times this happens when a child who speaks a language other than English goes to school for the first time.
Defining Interlanguage. “Interlanguage†was defined by Selinker (1972) as the separate linguistic system evidenced when adult second language learners spontaneously express meaning using a language they are in the process of learning.
What happens when an interlanguage fossilizes? An interlanguage fossilizes when it contains many forms that do not match the target language and no further progress is being made.
Classroom codeâ€switching refers to the alternating use of more than one linguistic code in the classroom by any of the classroom participants (e.g. teacher, students, teacher aide).
Interlanguage is the learner's current version of the language they are learning. Interlanguage changes all the time but can become fossilised language when the learners do not have the opportunity to improve. It is important for teachers to understand this and also to see interlanguage as a series of learning steps.
Interlanguage. Interlanguage is usefully viewed as a transitional linguistic system (at all levels: phonology, morphology, syntax, semantics, pragmatics) that is different from the target language (TL) system and also different from the learner's native language (NL) system.
Cognitivism is a learning theory that focuses on the processes involved in learning rather than on the observed behavior. Knowledge can be seen as schema or symbolic mental constructions and learning is defined as change in a learner's schemata.
Teaching the pragmatics of language: Role play. Act out a similar situation in a different context. For example, greeting different people at the airport; telling different people you are feeling unwell; explaining to different people that there is a fly in your meal.
A point that interlanguage variability challenges the traditional teaching is that interlanguage encourages the teachers to use as much the target language as possible. Learners are processing language on the basis of their own interlanguage, a system lying between the native language and the target language.
Neil Fleming's VAK/VARK model
Visual learning. Auditory learning. Physical learning. Social learning.Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process of learning a target language. Interlanguage pragmatics is the study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or speech acts in a second language.
Pedagogical translanguaging implies a focus on multilingualism based on the concept of the multilingual speaker, the whole linguistic repertoire and the social context as it has been seen in previous sections. Pedagogical translanguaging implies that languages are separate entities but that their boundaries are soft.
Broadly speaking, learning styles can be defined as general approaches to language learning, while learning strategies are specific ways learners choose to cope with language tasks in particular contexts. Learning strategies are the ways in which students learn, remember information, and study for tests.
A contrastive analysis must proceed through four steps: description, selection, contrast, and prediction. Most analyses are weakened by insufficient care at one or more of these steps, each of which is beset with problems.
Comprehensible input is simply an instructional shift when teachers provide input where students understand most, but not all, of the language. In order to make this instructional shift, you must first understand your students' current proficiency levels.
Contrastive analysis is the systematic study of a pair of languages with a view to identifying their structural differences and similarities. Historically it has been used to establish language genealogies.
