The Role of Interlanguage and Its Variabilities in Second Language Acquisition

Antor Pal

Class Roll No: 19 Eng-040

Session: 2022-23

An Assignment

Submitted to the Department of English

In Partial Fulfillment of the Requirements for the Course

ALELT-505: Second Language Acquisition

Submitted to

Md. Tariqul Huq

Associate Professor

For the Degree of

BA (HONOURS) IN ENGLISH

UNIVERSITY OF BARISHAL, BARISHAL-8254

On 03 December 2024
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Interlanguage is a term introduced by American linguist Larry Selinker in his article "Interlanguage". It refers

to the unique linguistic system that second language learners create, which is neither their native language

(L1) nor the target language (L2). This system blends elements from their native language with those from the

target language. Basically, it evolves as learners progress in their language acquisition journey, reflecting their

current level of proficiency and understanding of the target language.

However, there are some salient features of Interlanguage.

(i) Dynamism: Interlanguage is dynamic, meaning it is constantly changing and evolving. As learners receive

more input and practice, their interlanguage system adapts and becomes more refined. This continuous change

is a natural part of the language learning process.

(ii) Permeability: The interlanguage system is permeable, which means that the rules and structures within it

are not fixed. They can be modified and adjusted as learners gain more exposure to the target language. This

flexibility allows learners to incorporate new linguistic information and correct previous errors.

(iii) Systematicity: Despite its evolving nature, interlanguage is systematic. Learners base their performance

plans on their existing rule system adapted from their native language. They apply consistent rules and patterns

when using the target language, even if these rules differ from those of native speakers. This systematic

approach helps learners make sense of the new language and gradually improve their proficiency.

(iv) Fossilization: Fossilization occurs when certain incorrect language forms become fixed in a learner's

interlanguage system, despite continued exposure to the target language. These fossilized errors can be

challenging to correct and may affect even in advanced stages of language learning. Selinker noted that

fossilization is a common phenomenon among second language learners.

To improve language efficiency, teachers and learners can address the causes of fossilization.

(i) Positive Attitudes towards Errors: Errors, in linguistics, refer to learners' misuse or misunderstanding of

the target language, grammatically or pragmatically. They are a natural part of learning and should be seen as

opportunities for correction and improvement. Teachers should correct errors promptly to prevent repetition.

(ii) Strengthen Positive Interference and Shorten Negative Interference: Positive interference embodies in

contents that are learnt. Studying native culture, language can be used to enhance learning capability. On the

other hand, negative interference embodies in pronunciation, application, and grammar. It is common that
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learners have wrong pronunciation even after long time learning because they are affected by local dialect.

Teachers should provide guidance to minimize negative interference and enhance positive interference.

(iii) Balance Input and Output in Class: Teachers should provide meaningful and authentic materials as input.

They should also encourage students to participate in interactive classroom environments, as it is counted as

their output. So emphasizing both input (listening and reading) and output (speaking and writing) for

comprehensive language learning can be a great help.

(iv) Optimizing Learning Methods: Teachers should recognize that their own language use and teaching styles

may differ from the native ones. So what they learn from the non-native teachers is still interlanguage, even

though they grasp all the language information given by the teachers. Effective learning strategies help

students process and organize new information. In this regard, they should be active participants in their

learning process.

(v) Improve Teachers' Proficiency and Quality of Teaching Material: Teachers should be proficient in the

language they teach and understand effective teaching methods. Their use of unsuitable and non-native

language and inappropriate materials make learners misunderstand and misuse the target language. If it occurs

in primary stage, learners have rooted effects. So, instructors should avoid using outdated or overly simplified

materials that do not reflect real language use.

Selinker, specially, emphasized that interlanguage is a natural part of the language learning process. He noted

that many L2 learners (up to 95%) fail to reach target language competence. He identified five principal

processes that operate within interlanguage:

(i) Language Transfer: Learners often apply rules and structures from their native language to deal with the

target language. If similarities between them, called as positive transference. If differ, called as negative

transference. This transfer can result in both positive and negative influences on their interlanguage system.

(ii) Transfer of Training: The methods and techniques used in language instruction influence learners'

interlanguage. Instructors use of unsuitable and non-native language and inappropriate materials make learners

misunderstand and misuse the target language. If it occurs in primary stage, learners have rooted effects.
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(iii) Strategies of Second Language Learning: Learners are often found using some special ways to face the

language inputs in the target language. Some strategies are conductive and the fossilisation can be corrected.

But the fossilisation occured due to psychological strategies are difficult to eliminate.

(iv) Strategies of Second Language Communication: When communicating with the native speakers in the

target language, quite a few learners can realize that some errors do not hamper their expressions. So they are

misled and form fossilisation. Besides, when they are criticised or negatively evaluated, it easily lessens their

confidence to use language. However, learners use strategies to convey meaning in the target language, such

as simplification and paraphrasing. These communication strategies influence the structure of their

interlanguage.

(v) Overgeneralization of Target Language Rules: Learners may use words or grammar rules in contexts

where they do not apply. Their overgeneralizing issues are not uncommon. This can lead to errors in their

interlanguage system.

Understanding interlanguage helps educators develop effective teaching strategies and materials to support

language learners.

Afterwards,

Interlanguage, which evolves as the learner becomes more proficient in the second language, is characterized

by two types of variability, provided by Ellis (1985, 1992).

(i) Systematic Variability:

(a) Linguistic Context: As Ellis (1992) mentions, learners may use different forms depending on the linguistic

context, meaning when the linguistic context changes, the learner’s production of the target language also

changes. The variability is evident at the phonological, morphological and syntactic levels of a language.

(b) Situational Context: Learner’s performance may change due to situatioal contexts. For example, when a

learner is asked to answer the teacher’s question in class, he will make mistakes which he will never make in

grammar tests, for he is in urgent situation and has no time to make full use of his linguistic knowledge. Tarone

(1982) describes this as a style continuum from vernacular (casual) to careful (formal) speech.

(c) Psychological Context: The learner’s emotional and psychological state can influence the variability.
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(ii) Non-systematic Variability:

(a) Performance Variability: Performance variability, according to Chomsky (1965), is a result of

psychological and emotional factors, including slips of tongue, false starts, derivation from rules, changes of

mind and so on, often influenced by psychological factors, rather than a true reflection of the learner's

linguistic competence.

(b) Free Variability: It refers to the phenomenon that learners possess different forms to express the same

meaning. Native speakers may use free variability but is very limited.

The two types of variability play crucial role in Language Learning. Systematic variability is important for

understanding how learners progress in their second language acquisition. Tarone (1983) notes that learners

move from using casual (vernacular) to more formal (careful) language styles. On the contrary, non-systematic

variability occurs when new language forms are not fully integrated into the learner's system. It's influenced

by psychological states and situational contexts.

In a nutshell, interlanguage is a dynamic system that evolves as learners’ progress. Understanding

interlanguage helps language teachers to be more tolerant of learners' errors. Then it also helps to facilitate

more effective language teaching by recognizing the dynamic nature of interlanguage and its variability.
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Works Cited

Tarone, E. “Interlanguage.” Elsevier eBooks, 2006, pp. 747–52. https://doi.org/10.1016/b0-08-044854-

2/00618-0.

Nordquist, Richard. “Interlanguage Definition and Examples.” ThoughtCo, 15 July 2019,

www.thoughtco.com/what-is-interlanguage-1691074.

Vukusic, Lea. “Characteristics of Learner’s Interlanguage.” Scribd,

www.scribd.com/presentation/132002087/Characteristics-of-Learner-s-Interlanguage.

Trillo, Erick. “Interlanguage Theory.” Scribd, www.scribd.com/document/307589842/Interlanguage-

Theory.

“Interlanguage and Its Implications to Second Language Teaching and Learning.” ResearchGate,

www.researchgate.net/publication/366751261_Interlanguage_and_Its_Implications_to_Second_Lan

guage_Teaching_and_Learning.