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Interlanguage varies by context, and may be more accurate, complex, and fluent in one discourse domain than in another. [5] Variability is observed when comparing a learner's conversational utterances with form-focused tasks, such as memory-based oral drills in a classroom. Spontaneous conversations are more likely to use interlanguage.
However, these approaches could not fully predict all the errors learners make during the process of acquiring a second language. To address this limitation and explain learners’ systematic errors, the concept of interlanguage was introduced. [18] Interlanguage refers to the linguistic system that emerges in the minds of second language learners.
Interlinguistics, also known as cosmoglottics, [a] is the science of planned languages that has existed for more than a century. [1] Formalised by Otto Jespersen in 1931 as the science of interlanguages, in more recent times, the field has been more focused with language planning, the collection of strategies to deliberately influence the structure and function of a living language.
Selinker's most well-known contribution to the field of second-language acquisition is the concept of interlanguage. He first introduced interlanguage in his 1972 paper of the same name, which built on Pit Corder's 1967 article The Significance of Learners' Errors. Selinker's paper only mentioned Corder's in passing, but it nevertheless ...
A discourse-completion task consists of scripted dialogue representing various scenarios, preceded by a short prompt describing the setting and situation. [1] The prompt usually includes information on social distance between participants and pre-event background to help the participant construct the scenarios.
The expectations and norms of discourse communities or communities of practice (cultural and disciplinary) may shape these situational expectations and practices. This is where contrastive rhetoric overlaps with social constructionism, which sees approaches to textual meaning as dynamic, socio-cognitive activities. Instead of analyzing what ...
Along with the influence of Krashen's work concerning the input hypothesis, Long's interaction hypothesis was partly influenced by Evelyn Marcussen Hatch's 1978 work on interaction and discourse analysis. Like Hatch, he notes that interaction can develop acquisition by guiding their production.
Processability Theory is now a mature theory of grammatical development of learners' interlanguage. It is cognitively founded (hence applicable to any language), formal and explicit (hence empirically testable), and extended, having not only formulated and tested hypotheses about morphology, syntax and discourse-pragmatics, but having also paved the way for further developments at the ...