BS English Applied Linguistics

Second Language Acquisition (ENG504)

Fall 2025
Assignment No. 1
Total Marks: 20
Lessons: 175-181

Q. “Inter language is not merely an imperfect form of the target language but a language system in
its own right.”
Critically examine this statement to differentiate clearly between interlanguage and target language in
terms of their nature, structure, developmental stages, sources of rules, and variability.

SOLUTION:

Inter language as an Independent Language System: A Critical Examination

Larry Selinker’s introduction of the idea of inter language in 1972 marked a significant change in
our knowledge of second language acquisition (SLA). Learner language was once thought to be
an inadequate or flawed form of the target language (TL). However, contemporary SLA theory
contends that inter language is a coherent and autonomous linguistic system rather than just an
imperfect version of the target language. By contrasting inter language and target language in
terms of their nature, structure, developmental phases, sources of rules, and variability, this essay
critically investigates this assertion.
1. Inter language vs. Target Language Nature

Native speakers of the target language utilize a fully formed, socially acceptable, and linguistic
system. Grammar, pronunciation, and usage standards are comparatively constant.

Inter language, on the other hand, is the dynamic linguistic framework that second language
learners create as they advance towards the target language. It is a distinct system that combines
aspects of both the learner's first language (L1) and the target language with newly developed
forms. This demonstrates that inter language is not random or chaotic, but rather methodical and
guided by rules. Consequently, even though inter language may depart from target language
rules, it has a separate linguistic position.

2. Structural Variations

The phonological, morphological, syntactic, and semantic rules of the target language are all
fixed. There is a shared grammatical understanding among native speakers on what is
appropriate.

Inter language structure, on the other hand, is fluid and changing. The grammatical rules that
learners acquire may not match those of the target language. As an illustration of a rule when
third-person singular agreement has not yet been fully mastered, a learner can state, "She goes to
school every day." This structure is internally consistent even though it is not target- like,
suggesting that inter language is systematic rather than incorrect.
3. Phases of Development

For native speakers, the target language is spontaneously and instinctively learnt in early life; it
does not go through developmental phases.

On the other hand, inter language progresses through distinct phases. Regardless of their L1,
learners progress from simpler to more sophisticated forms, frequently according to comparable
acquisition sequences. The learner's present assumptions about the target language are reflected
in developmental errors at different levels. The idea that inter language is a language system in
progress rather than a haphazard collection of errors is strongly supported by this stepwise
development.

Sources of Regulations

The target language's rules are derived from linguistic evolution throughout history and are
strengthened by social usage and instruction.

On the other hand, there are other sources of inter language rules, such as:

Transfer of language from the learner's first language

Over generalization of the rules of the target language

Techniques for simplification

Techniques for communication

Educational input

For instance, a student may create forms like "comed" or "eated" by over generalising the past
tense marker -ed. These forms are not arbitrary; rather, they are derived from the inter language
system's logical rule creation.

5. Unpredictability

The target language exhibits little variation, mostly due to social context, dialects, and registers.
In general, native speakers stick to consistent grammatical patterns.

On the other hand, inter language varies greatly. The right and wrong forms can be used
interchangeably by a student (e.g., "He is playing" vs. "He playing"). This fluctuation is
influenced by things like:

Formal versus informal context

Paying attention to the form

Proficiency level

Instead of undermining the idea of inter language, this variability emphasizes how flexible and
dynamic it is.

6. Fossilization and Independence Fossilized structures show that inter language can stabilize at a
point different from the target language, supporting the notion that it is not only a transient
defective system but a stable linguistic state in its own right. Fossilization is one of the strongest
arguments for inter language as an independent system, where certain non-target-like forms
become permanent despite exposure and instruction.

In conclusion

To sum up, inter language shouldn't be seen as an inadequate or defective form of the target
language. Rather, it is a dynamic, systematic, rule-governed linguistic system with its own
developmental stages, sources of rules, and structure. Inter language is changing, varied, and
learner-specific, whereas the target language is stable and socially standardized. The acceptance
of inter language as a separate language system has important ramifications for language
instruction since it motivates educators to see student mistakes as signs of development rather
than failure. Therefore, it is both theoretically and pedagogically sound to say that inter language
is a language system unto itself.