Interlanguage

In this study the author reviews the role of code switching in teaching second/foreign language from contractive analysis point of view and discusses how it helps develop learners ' interlanguage pragmatics. To this end first contrastive analysis hypothesis and its implications in teaching foreign languages as well as he notion of L1 transfer are reviewed. Then learner 's language system and the way it changes over time is investigated. The importance of pragmatics in language use and how it can

Differences and Similarities between Second Language Learning Theories Furkan SAHIN Sakarya University Faculty of Education Differences and Similarities between Second Language Learning Theories There are various theories and hypotheses concerning second language learning which explain how learners obtain the language in many aspects. Even though not one of them is accepted by researchers broadly, they are illuminating the progression of the second language learning. Most of them are related to

Theories of Second Language Acquisition The approaches to Second Language Acquisition (SLA for short) have been changing and developing throughout the years. Since the beginning of the study of Second Language Acquisition, the approaches and theories of SLA have ranged from the Behaviourist approach to SLA by an American psychologist Burrhus Frederic Skinner in 1940s-1950s to Universal Grammar approach by an American linguist Noam Chomsky in 1960-1970s to the Information Processing Model introduced

differed from the structures in their L1 and these errors would thus reflect the L1’s structure. However, there is another notable hypothesis which aims to explain the errors made by learners of a second language, that being Larry Selinker’s “interlanguage” hypothesis. According to Rod Ellis (1997:33), this was coined in recognition of the fact that, although L2 construct a linguistic system that does adopt part of the L1 structure, but is also differs from it and also from the target language. This

that second language learners are forming their own self-contained independent linguistic systems. This is neither the system of the native language nor the system of the target language, but falls between the two. The most important feature of interlanguage is that it has its own legitimate system where learners are no longer looked on as producers of malformed, imperfect language replete with mistakes, but as intelligent and creative beings proceeding through logical, systematic stages of acquisition

Ciecwierz Table of Contents Negative Transfer of Pronunciation and the Polish Second Language learner 1. Introduction 3 2. Definition of Terms 3 ❑ Language acquisition ❑ Interlanguage ❑ Interference ❑ Fossilization 3. Language Transfer 4 ❑ Positive Transfer ❑ Negative Transfer 4. Analysis of Polish learner errors caused by Negative 7 Language Transfer

Power Renee ESLM 578 Theory and Practice May 13, 2017 Define the following constructs: input, output, interaction, input processing, and interlanguage. Then explain how they are implicated in language learning. Finally, provide examples of how a teacher can manipulate these constructs in a way that is advantageous to language acquisition. We are all individuals and we do not learn new information in the same way. ESL language learners are no different. It has been said that language acquisition

structures (p. 346)” and recommended that pragmatics be integrated into other aspects of language teaching, for example, along with modals, question forms, conditionals, and imperatives. Bell (1998) also studies the speech act of suggestion in interlanguage development. He/she examines the production of three speech acts including: requests, suggestion, and disagreements. Bell (1998) compares the requests and suggestions of a group of high-beginning level Korean ESL students. He found that while

Regarding output, Corrective Feedback (CF) caters chance for learners to improve their interlanguage when interlocutors provide correct input (recast) or attempt eliciting the correct output from learners (prompt). Ammar and Spada (2006) conducted research to compare the effectiveness of recasts and prompts on Francophone learners of English at different levels. The study focused on the third-person possessive determiners (his and her) which are problematic to French native speakers. After being

4 First language Acquisition Vs. Second language Acquisition To differentiate between language learning and acquisition, Krashen ( 1982) thinks that the exposure to language naturally and gradually where a person interact and acquire the messages subconsciously is known as acquisition. On the other hand, using language consciously , when picking one's grammar and words, where communication is not natural means learning."Language acquisition does not require extensive use of conscious grammatical