Interlanguage: A Key Concept in Second Language Acquisition

What is Interlanguage?

Interlanguage is a term used to describe the transitional state between a learner’s native language (NL) and the target language (TL) during the process of learning a new language. It represents a system that is neither the native language nor the target language, but instead exists as an intermediate stage. This system develops as learners try to make sense of and structure the linguistic input they receive. Through continuous trial, error, and hypothesis testing, learners move progressively closer to the language system of native speakers.

According to Richards et al. (1996), interlanguage is a type of language produced by foreign language (FL) or second language (L2) learners who are in the process of acquiring or learning a new language. In cognitive terms, interlanguage refers to the temporary language system that learners create, which lies somewhere between the structure of their native language and the structure of the target language (Brown, 1994). Fauziati (2011) explains that interlanguage is an evolving system, where learners make gradual adjustments as they get closer to the linguistic norms of the target language.

Types of Anomalous Language Behavior

As learners attempt to acquire a new language, they often make mistakes. Norrish (1983) categorizes these mistakes into three types: error, mistake, and lapse. Understanding the differences between these can help both learners and teachers manage the language learning process more effectively.

• Error refers to a systematic deviation that occurs when the learner has not yet mastered a particular aspect of the language. These errors happen consistently because the learner has not yet acquired the correct form. For example, a learner might consistently say “I go to the store yesterday” because they have not yet learned how to correctly use the past tense.

• Mistake is an inconsistent deviation, which means the learner may sometimes produce the correct form and sometimes make an error. For instance, a learner might say “She go to school” but at other times correctly say “She goes to school.” This inconsistency arises from partial learning or confusion between forms.

• Lapse happens when a learner makes a mistake due to factors like lack of concentration, fatigue, or memory issues, rather than from not knowing the correct form. For example, a tired learner might forget to add an "s" at the end of "he eats" and say “he eat” by accident.

Making mistakes is a natural part of the learning process. Littlewood (2002) argues that errors can even help learners gain a deeper understanding of the language, as they provide opportunities for correction and learning.

What Are the Causes of Learner Errors?

Learners' errors can often be traced back to two main sources: interference from the native language and difficulties inherent in learning the target language itself.

1. Interlingual Errors (Native Language Interference): These errors occur when a learner applies rules or structures from their native language to the target language. For example, a French learner might say “I have 25 years” in English, transferring the structure from the French sentence "J'ai 25 ans," which translates directly as "I have 25 years."

2. Intralingual and Developmental Errors: These errors arise from the learner's engagement with the target language itself, independent of their native language. They often occur because of the challenges inherent in mastering a new language.

Intralingual and Developmental Factors

Several factors within the target language learning process can contribute to errors:

• Simplification: Learners tend to simplify complex forms. For instance, instead of using the present perfect continuous tense, they might use the simpler present tense. A learner might say, "I eat lunch" instead of "I have been eating lunch."

• Overgeneralization: Learners may apply rules from one context to another, even if they don’t fit. A common example is using incorrect past tense forms like “comed” instead of “came” or “goed” instead of “went.” Overgeneralization often occurs because learners are trying to make the language simpler for themselves.

• Hypercorrection: In their eagerness to produce correct forms, learners may overcorrect their mistakes. For example, a learner might insist on using the “p” sound in every word they pronounce, even in words where the “b” sound is needed, such as saying "piTd" instead of "bird" or "patties" instead of "battles."

• Faulty Teaching: Errors can sometimes be the result of ineffective teaching methods. If a teacher provides incorrect information or poorly structured lessons, learners may absorb and repeat these errors.

• Avoidance: Learners may avoid complex language structures they find difficult to use. For example, learners might avoid passive voice structures or relative clauses, choosing simpler alternatives instead.

• Inadequate Learning: Some errors arise from gaps in the learner's understanding of the rules of the target language. An example is the omission of the third-person singular “s” in sentences like "He want to go" instead of "He wants to go."

• False Concepts Hypothesized: Learners might form incorrect ideas about the language. For example, they may assume that the word “is” always marks the present tense, leading them to say “He is talk to the teacher” instead of “He is talking to the teacher.”

Conclusion

Interlanguage is a dynamic and evolving process that plays a crucial role in second language acquisition. Learners create their own interim linguistic system, influenced by both their native language and the target language. Understanding the causes of errors—whether they stem from native language interference or difficulties with the target language—can help both learners and teachers address these challenges effectively. By recognizing the types of errors learners make and the factors that contribute to them, we can better understand the learning process and promote more effective language acquisition.

References

Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Prentice Hall.

Fauziati, E. (2011). Interlanguage and second language acquisition. English Education Department.

Littlewood, W. (2002). Foreign and second language learning: Language acquisition research and its implications for the classroom. Cambridge University Press.

Norrish, J. (1983). Language learners and their errors. Macmillan.

Richards, J. C., Platt, J., & Weber, H. (1996). Longman dictionary of applied linguistics. Longman.