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.