Interlanguage
1. The Concept of Interlanguage
According to Selinker (1972), interlanguage is a structured system which a learner constructs
at any given stage in his development. This system is independent of both the native language
and the target language. The rules used by the learner are to be found in neither his own
mother tongue, nor in the target language. The interlanguage hypothesis claims that learner
languages are different from both the native and TL systems in one way or another while at
the same time having features in common with both
There are other names given to this system such as the approximative system and the
idiosyncratic dialect.
2. The Approximative System (Nemser, 1971)
Nemser (1971) described learners’ language as an approximative system. According to
him, it is the deviant linguistic system created by the learner in his attempts to employ the
target language.
This hypothesis emphasizes the developmental nature of the learner's language since
with the addition of new elements the Ieamer's linguistic system is continually being modified
and developed. According to Nemser, the acquisition of a second language involves
systematic stages with an approximative system at each stage. These approximative systems
are internally structured and are distinct from both the source and the target languages.
In other words, a second language learner goes through different stages (i.e., develops
different interlanguages) with each stage gradually approximating the target language.
Native Language
Approximative Systemt 1
Approximative System2
Approximative System3
Target Language
1
The main difference between the approximative system hypothesis and the
interlanguage hypothesis is that the latter emphasizes the structurally intermediate status of
the learner's language system between mother tongue and target language, while the former
emphasizes the transitional and dynamic nature of the system in successive stages of
development.
3. Idiosyncratic Dialect (Corder, 1971)
Corder (1971) introduced the term “Idiosyncratic dialect” in his paper entitled
“idiosyncratic dialect and error analysis”. The term is used to refer to the idea that the
learners’ language is unique to a particular individual and that learner’s language can be
regarded as a particular dialect of the target language.
4. Characteristics of Interlanguage
Preamble: rules constitute the learners’ knowledge at any stage and are not
fixed, but are open to amendment.
Dynamic: The L2 learners’ language is constantly changing.
Systematic: it is rule governed i.e., not random.
5. Stages of Interlanguage
Corder (1974) distinguished three stages: pre-systematic, systematic and post
systematic.
Pre-Systematic stage
a) Random errors
The learner has no rule in his mind. He cannot explain his errors and naturally
cannot correct them. The learner can just make inaccurate guessing.
b) Emergent errors
- The learner tries to make a rule and internalise a system in his mind. The rules
may not be correct but they are legitimate in the mind of the learner.
- The learners cannot correct the errors when they are pointed by someone else. -
Avoidance of structure can be seen here.
Example:
2
a: I go to New York
B: when
A: in 2021
.
Systematic stage
- The learner acquires a stronger and varied range of rules although these rules
may not be well-formed.
- The system in his mind is near to the native speaker.
- The learner is able to correct his/own errors.
Post-Systematic stage (Stabilization)
In this stage, the learner has few errors and has mastered the system.
- The learner is self-controlled on his/ her errors without waiting for the
feedback from someone’s.
6. Fossilization
Fossilizations refer to the linguistic forms in the performance of a second-language
learner that do not conform to TL norms even after years of instruction in and exposure to the
standard form of the TL. In other words, fossilizations or fossilizable items are the permanent
characteristics of interlanguages.
If the learner in this stage makes some errors, it means his errors has been fossilized and
correcting these kinds of errors will be difficult. These errors are permanent.
Interlanguage has been developed alongside the extended domain of error analysis.
With the growing interest in error analysis, learners’ errors gained prominence and became a
subject of investigation.