Earlier
we noted that some researchers consider that the systematic development of
learner language reflects a mental system of L2 knowledge. This system is often
referred to as Interlanguage. To understand what is meant by interlanguage we
need to briefly consider behaviourist learning theory and mentalist view of
language learning.
Behaviourist
learning theory
According
to this theory, language learning is like any other kind of learning in that
involves habit formation. Habits are formed when learners response to stimuli
in the environment and subsequently have their responses reinforced so that
they are remembered. Thus, a habit is a stimulus-response connection. Learning
took place when learners had the opportunity to practice making the correct
response to a give stimulus. Learners imitated models of correct language and
receive positive reinforcement if they were correct and negative reinforcement
if they were incorrect. It should be clear that behaviorist accounts of L2
acquisition emphasize only what can be directly observed and ignore what goes
on in the ‘black box’ of the learner’s mind. However, behaviourism cannot adequately account for L2
acquisition because learning is not just a response to external stimuli.
From a preoccupation with the role of ‘nurture’ (i.e. how environmental
factors shape learning), researchers switched their attention to ‘nature’ (i.e.
how the innate properties of the human mind shape learning). This new paradigm
was, therefore, mentalist (or ‘nativist’) in orientation. The concept of
interlanguage drew directly on these mentalist views of L1 acquisition.
- Only human beings are capable of learning language.
- The human mind is equipped with a faculty for learning language, referred to as a Language Acquisitio Device. This is separate from the faculties responsible for other kinds of cognitive activity (for example, logical reasoning).
- This faculty is the primary determinant of language acquisition.
- Input is needed, but only to ‘trigger’ the operation of the language acquisition device.
What
is ‘interlanguage’?
The
term ‘interlanguage’ was coined by the American linguist, Larry Selinker. A
learner’s interlanguage is a unique linguistic system as L2 learners construct
a linguistic system that draws, in part, on the learner’s L1 but is also
different from it and also from the target language. The concept of
interlanguage itself involves the following premises about L2 acquisition:
- The learner constructs a system of abstract linguistic rules.
- The learner’s grammar is permeable.
- The learner’s grammar is transitional.
- Some researchers have claimed that the system learners construct contain variable rules.
- Learners employ various learning strategies to develop their interlanguage.
- The learner’s grammar is likely to fossilize.
This
concept of interlanguage offers a general account of how L2 acquisition takes
place. It incorporates elements from mentalist theories of linguistics and
elements from cognitive psychology.
A
computational model of L2 acquisition
The concept of interlanguage
can be viewed as a metaphor of how L2 acquisition takes place. It implies that
the human mind functions like a computer. This figure represents the basic
computational metaphor that has grown out of ‘interlanguage’ and that informs
much of SLA.
The learner is exposed to input, which is processed in two stages. First, parts of it are attended to and taken into short-term memory. These are referred to as intake. Second, some of the intake is stored in long-term memory as L2 knowledge. The processes responsible for creating intake and L2 knowledge occur within the ‘black box’ of the learner’s mind where the learner’s interlanguage is constructed. Finally, L2 knowledge is used by the learner to produce spoken and written output. The basic model of SLA can be elaborated in some ways, such as adding some additional information to give more specific process inside the brain, like the environment in between ‘input’ and ‘intake’ to explain that the environment has a part in giving input.
Questions:
- Related to the third point of premises about L2 acquisition, that is “the learner’s grammar is transitional”, how do the learners change their grammar from one time to another by restructuring the whole system?
- Based on your opinion, how do the teachers encourage interlanguage development of second language acquisition in her class?
