1. SLA --- AN Introductory Course Prof
SLA --- AN Introductory Course Prof. Wen Weiping College of Foreign Languages

2. Lecture 3 Learner Language Interlanguage
1. The three stages of development in SLA
2. The concept of interlanguage
3. The features of interlanguage
4. Error analysis ( Cf. CA )
5. Interlanguage pragmatics

3. 1. Three stages of development in SLA
1st period ( 1960’s )
behaviourist psychology & structural linguistics 
scientific backing
applied linguistics ( most commonly accepted sense )
CA ( contrastive analysis )
Lado Linguistics across cultures ( 1957 )

4. cognitive psychology & TG linguistics
2nd period ( 1970’s )
cognitive psychology & TG linguistics 
rift between the applied & theoretical aims of researchers
learner---autonomous creator of language systems
interlanguage
creative construction
EA ( error analysis )

5. 3rd period ( 1980’s on )
refine models
seek closer links between second language
research and other disciplines
branch out
e.g. Interlanguage pragmatics

6. 2. The concept of interlanguage
Different terms
interlanguage L. Selinker ( 1972 )
approximative systems Nemser ( 1971 )
transitional competence Corder ( 1971 )
Definition
the systematic knowledge of an L2 which is independent of both the learner’s L1 and the target language

7. Second language development should be seen as a succession of evolving systems that took the learner nearer and nearer to target system and further and further from the source system. The source system was defined as that language which is creating the interference

8. 3. The features of interlanguage
--- interlanguage is permeable
open to amendment
All the language systems are permeable
difference: loss of permeability ( fossilization )
--- interlanguage is dynamic
not static
continually evolving
basckslide

9. L TL
IL IL IL IL IL5 IL6
--- interlanguage is systematic
rule-governed
not select rules haphazardly
but in predictable ways

10. Fossilization --- a lack of change in interlanguage patterns
Many learners ( 95% ) fail to reach target language competence, i.e., fail to reach the end of the interlanguage continuum. They stop learning when their interlanguage contains at least some rules different from those of the target language system.

11. Factors contributing to the construction of IL
--- overgeneralization
--- simplification
--- communication-based ( strategies for compensation for missing knowledge )
--- induced errors

12. 4. Error analysis ( Cf. CA ) Steps of EA ( Corder, 1974 )
--- collection of a sample of learner language
--- identification of errors
--- description of errors
--- explanation of errors
--- evaluation of errors

13.  collection of a sample of learner language
 identification of errors
types of errors
--- slip; mistake
--- errors
--- social gaffes
the focus of EA: errors

14.  description of errors
errors are described in two categories:
--- linguistic categories
e.g. the skeleton of English clauses
the auxiliary system
passive sentences
temporal conjunctions
more general categories ( morphology, syntax,
vocabulary etc )

15. --- surface strategy taxonomy
omission
e.g *She sleeping.
addition
e.g. * She didn’t went there.
misformation
e.g. * The dog ated the chicken.
misordering
e.g. * What daddy is doing.

16.  explanation of errors
interlingual
competence intralingual
( errors ) unique
errors
processing
performance problems
( mistakes ) communication
strategies

17.  interlingual errors e.g. The building is tall. The man is tall.
The building is high.
* The man is high.
 intralingual errors
e.g. We completed the task.
They worked out a problem.
* I drawed a picture.

18.  unique errors e.g. This is a book. This is a desk.
* This house is a white.
* She is a standing.
 communication strategies
e.g. They toast one another.
He invites him to drink.
air-cooler --- air-conditioner

19.  evaluation of errors Problems with EA effect on the person addressed
comprehension or affective response
Problems with EA
--- fail to see the whole picture of language learning
--- difficult to identify the source of errors
--- fail to point out other strategies or problems
--- focus only on speaking & writing, not on listening & reading

20. Notes on error correction
--- Should errors be corrected?
learning: errors should be corrected
acquisition: error correction is of no use
--- When should errors be corrected?
manipulative grammar practice: error correction
communicative practice: tolerated
free conversation: no error correction
--- Which errors should be corrected?
global errors
stigmatized errors
most frequently occurred errors

21. The most efficient materials are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.
---- C. Fries

22. Those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult.
---- Lado

23. Hierarchy of Difficulty (L1 Eng; L2 Spanish)
Type of difficulty L L Example
X por
Split X for
Y para
New  X grammatical gender
3. Absent X  “do” as a tense carrier
X his
4. Coalesced X su
Y her
5. Correspondence X X ing=-ndo

24. Theoretical basis of CA behaviourist psychology
structural linguistics
LA product of habit formation
SLL ---- a process of overcoming the habits of
the native language in order to
acquire the new habits of the target
language

25. CAH (contrastive analysis hypothesis)
If trouble spots in the target language could be anticipated, errors might ve prevented or at least held to a minimum. In this way, the formation of bad habits could be avoided.

26. 5. Interlanguage pragmatics
 Two main schools of thought in pragmatics:
Anglo-American Vs European Continental
--- Anglo-American tradition
component view of pragmatics
defined as the scientific study of meaning
central topics of inquiry:
deixis
implicature
presupositon
speech act

27. --- European Continental tradition
perspective view of pragmatics
defined in a far broader way
e.g. Anthropological linguistics
Sociolinguistics
Psycholonguistics
Discourse analysis

28. Pragmatics constitutes a general functional ( I. e
Pragmatics constitutes a general functional ( I.e. cognitive, social and cultural ) perspective on linguistic phenomena in relation to their usage in the form of behaviour.
---- Verschuren

29.  Pragmatics and interlanguage pragmatics
central notion in pragmatic study:
speech act --- all the things we do with words
when we speak
e.g. making apologies
making requests
expressing gratitude
making refusals
the performances of the speech acts are the minimal units of human communication

30. the successful performance of the speech acts in SL
the speaker’s linguistic proficiency
the speaker’s sociopragmatic perception of the speech acts
to perform the speech acts properly in SL is demanding
linguistic differences between languages
sociocultural differences between cultures

31.  the study focus of interlanguage pragmatics
the L2 learners’ realization of certain specific speech acts
--- the semantic formulas
--- the politeness strategies
--- the first language and culture’s influences on
their performance of the speech acts in the L2
--- the social and psychological factors that affect
speech and performance
 the approach of interlanguage pragmatics
contrastive approach
language learner and native speaker differences
in speech act production and comprehension