Name: Abdul Hamid Aly
NPM: 2110730122
Class: V D
Materi I
INTERLANGUAGE
= A LINGUA FRANCA
The type of language produced by nonnative speakers in the process of
learning a second language or foreign language in which is developed by them as a system of rules and application.
An interlanguage is
a type of speech or writing, language system,
developed by people during the process of learning a new language, when the
learner is starting to gain proficiency in the new, or “target,” language but
has not mastered it. This is normal
during the process of learning a new language. Every interlanguage is specific
to the person speaking it and evolves as he or she continues to learn the
target language.
Factors of affecting the creation of
interlanguage:
1.
Input is learners are exposed to
this, they see, hear, read, and smell, etc. language embedded in some kind of
communication. Moreover, the primary
factor affecting language acquisition appears to be the input that the learner
receives which took a very strong position on the importance of input, asserting
that comprehensible input is all that is
necessary for second-language acquisition. In addition, this input is labeled foreigner or
teacher talk.
2.
Interaction is communication in which different between NNSs and
NSs that the NNSs is needed is part of conversation by Confirmation checks,
comprehension checks, and clarification requests. Furthermore, Comprehensible input is language learner is able
to mostly understand and follow.
3.
The language learning environment that Learning L2 in different environments
in places such natural, formal, combination of both. Learning from natural
environment is better than what they presence of NSs and/or authentic
materials.
Materi 2
Process during Interlanguage
The model of drawing as following is
interlanguage process :
NL ---------- IL ---------- TL
NL: The first language
IL: Process of moving from zero ability of
the target language
TL: Target language
The processes are:
1. Language
transfer: influence
of similarities and differences between the TL and a NL that has been
previously acquired which can
be positive transfer when L1 and L2 are similar or negative transfer that both of L1 and L2 are different. In the
same case, the learner
uses her own L1 as a resource. This used to be looked upon as a mistake, but it
is now recognised that all learners fall back on their mother tongues,
particularly in the early stages of language acquisition, and that this is a
necessary process
2. Overgeneralization: drawing too general of a conclusion
whereby the past tense use ‘ed’ for regular verb for example ‘I
walked’ is also use for ‘I goed’, ‘I thinked’, which this can be from
morphology, syntax, or phonology. Shortly, the learner uses an L2 rule in situations in which a native speaker
would not. This can occur at a number of levels:
·
thus at the phonetic level, for example, learners of English,
after having learnt to master the English 'r', may take to placing it at the
end of words, whereas in RP it is not pronounced.
·
at the grammatical level, a learner in the early stages may
use nothing but the present tense. Later, there may be extensive, non-native
use of 'be - ing' forms of the verb.
·
at the lexical level - learners tend to use base terms
and to stretch them - thus a 'goose' might be referred to as a 'chicken', or a
teaspoon may be a 'little spoon'.
·
at the level of discourse,
lexical items and expressions may be used in inappropriate social contexts.
3.
Simplification: any reducing to make simpler structure than what is
considered TL norm. This simplification is - both
syntactic and semantic - this may
be either because they cannot, in fact, as yet produce the target forms, or
because they do not feel sure of them.
4. Fossilization: following
a period where learning occurred, despite regular exposure to and interaction
with the L2 and regardless of any learner motivation to continue. In addition, fossilization is losing of
productivity of a grammatical paradigm that can be reduced by input, natural
exposure, obtaining authentic materials. Simply, the learner is stay in same
place of learning level. Widely this is come from phonological area to
pragmatic area.
Materi 3
The Role of 1st language of SLA
a. Positive transfer
Not all effects of language transfer are
negative - indeed, we may consider that without some language transfer, there
would be no second language learning. It may be that younger children are able
to pick up an L2 without reference to their L1, but for adolescents and adults,
the mother tongue is a major resource for language learning
b.
Negative transfer
If speakers of different
mother tongues do, in fact, make different mistakes, and if these mistakes do
appear to be related to structures in the mother tongue, then it would seem
reasonable to speak of 'interference errors’
The role of 1st language is
shown from the side of negative transfer that produces some errors. In this
case, there are:
·
Contrastive analysis that is
the study and comparison of both L1 and L2 which could be found by increasing a hypothesis that the
learner get from a natural or universal route, and this is too general with
error analysis.
·
Errors analysis is occur
independently of cross-linguistic differences and transfer that is prediction of the learner way of learning
the L2. There are two general types of errors:
·
Interlingua errors: producing from L1 influences.
·
Developmental errors: errors that
constitute developmental processes found in both L1 and L2 acquisition.
Materi 4
Developmental stages
This is can be seen from on the acquisition
of negation and question form that every pupils have syllabus which ‘built-in’,
predictable stages of developmental stages, on their mind.
Many researchers believe that:
L1 hypothesis = L2 acquisition
L1 acquisition = developmental stage
Stages are:
Stage 1: single word, single units
Stage 2: canonical word order with question
intonation
Stage 3: WH-question, do question
Stage 4: Y/N question
Stage 5: WH-question using auxiliary and
modals
Stage 6: ‘can’ inversion, negative
question, tag question
Several aspects of L2 development of
learner
1.
Phonological development example: I am sat instead of I
am sad.
2. Morphological
developmental could be found from group of morphemes such:
·
Group 1: case contrasts in pronoun.
·
Group 2: singular copula (‘s/is), singular
auxiliary, plural, plural auxiliary, progressive.
·
Group 3: past irregular, possessive (‘s), third
person singular (-s), conditional auxiliary, plural (-es).
·
Group 4: perfect auxiliary (have), past
participle (-en).
3. Syntactical
development produced from negation and question form such ‘no’ to ‘don’t’.
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