Main points of Interlanguage, Krashen, and Universal Grammar
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Transcript Main points of Interlanguage, Krashen, and Universal Grammar
Main points of Interlanguage,
Krashen, and Universal
Grammar
What is Interlanguage (IL)?
Larry Selinker (1972)
Intermediate states (or intermediate
grammars) of a learner’s language as it
moves toward the target L2.
Creative process, driven by inner forces and
interaction, and influenced by L1 and input
from the target language.
Characteristics of Interlanguage
Systematic (governed by rules and by
students’ L1)
Dynamic (changes frequently)
Variable (based on context and situation)
Reduced system (form)- the interlanguage is
less complex grammatically in form
Reduced system (function)- used for a
smaller range of communicative needs.
Differences in IL in L2 and L1
Language transfer
How the L2 is taught.
How learners approach learning L2.
Ways that learners try to communicate with
others in L2.
Overgeneralization (rules are applied to
broadly).
Fossilization
Cease learning a language before they reach
target language norms.
This happens despite students receive L2
input and passage of time.
More likely to happen among older L2
learners.
Also depends on social identity and need to
communicate
Issues with Fossilization
Should individuals be considered “fossilized”
if…
They retain a foreign accent despite being
fluent in the language?
The students don’t want to “sound native”
Should “progress” be measured against
native-speaker norms?
Monitor Model (Krashen)
Language Acquisition Device (LAD)-
children’s innate knowledge and language.
Collection of five hypotheses which have
major claims and assumptions about
learning a language
Krashen’s Five Hypotheses
Acquisition-learning
Monitor
Natural Order
Input
Affective filter
Acquisition Learning
What is the difference between acquisition
and learning?
Acquisition- subconscious learning, not
aware; involves the LAD
Learning- conscious; what happens in the
classroom.
Monitor
What is “learned” is available only as a
monitor, for purposes of editing or making
changes in what has already been produced.
Natural Order
Acquire the rules of language in a predictable
order.
Affective Filter
How one feels about the learning process.
Conscious learning is taking place.
Input may not be processed if this is “up”.
“Lower their affective filter”
Universal Grammar (UG)
Noam Chomsky
Language Acquisition is based on linguistic
competence (what learners know about the
language) not on the use of the language.
This knowledge is deeper than the input
students get. (“Innate”)
Innate Knowledge
Competency in L1 come from the innate
knowledge that all students possess.
Knowledge is also based on what all
languages have.
Innate knowledge= language faculty
(physically represented in the brain)
Innate Knowledge
Children already have a rich system of
knowledge that they bring when are they
learning L1.
They are not learning UG; UG is present at
birth, but this capacity is awaken with input.
But, does this knowledge apply to
individuals who are learning additional
languages beyond childhood?
Principles and Parameters
Principles= the properties that ALL
languages possess.
Parameters= variation amongst the different
languages.
Children are able to interpret the input they
receive and out comes the appropriate
grammar.
UG and L2
What is the initial state in L2? (Starting
point)
What is the nature of interlanguage and how
does it change over time?
What is the final state in SLA?
Initial State
Learners already have knowledge of L1
when L2 acquisition begins.
L1 knowledge is transferred, but what
transfers and what to degree depends on:
-Any similarities between L1 and L2?
-Why and how the person is learning L2?
Initial State (continued)
When L1 and L2 settings are the same,
positive transfer happens.
When L1 and L2 settings are different,
negative transfer or interference occurs.
Final State
All learners may not have the same degree
of access to UG.
Different relationships between L1 and L2
may result in negative transfer or
interference.
Some learners may receive different input
(in terms of quality).
Functional Approaches
Emphasize the content of what is being
produced
Views language as a form of
communication rather than rules.
Other Main Points of
Functionalism
Focus is on the use of language in real
situations (performance) as well as
underlying knowledge (competence).
Purpose of language is communication, and
to develop that knowledge requires
communicative use.
Study how language is used in interaction.