Stages of Interlanguage Development
When learning a second language, learners go through different stages of language development known as interlanguage. These stages are part of the process of internalizing a new linguistic system, where learners gradually approach the rules of the target language (L2). The journey to mastering the L2 is dynamic and involves several stages, each characterized by specific types of errors and developmental progress.
1. Random Errors Stage At the beginning, learners might make random errors without understanding the rules of the target language. These errors often occur because the learner has little awareness that there is a systematic order to the linguistic features of the L2. For instance, a learner might say, "John cans sing," instead of "John can sing." This is an example of a simple mistake where the learner has not yet grasped the correct form of the verb. During this stage, the learner is still experimenting with language and does not yet have a clear understanding of the grammatical rules.
2. Emergent Stage In the emergent stage, learners begin to recognize and internalize the rules of the target language. They try to apply what they have learned, even though the rules may not be entirely correct. For example, learners may incorrectly use the present continuous tense ("I am singing") instead of the simple present tense ("I sing"). This stage is marked by frequent backsliding, where learners may seem to understand a rule but forget it later. Learners also find it difficult to self-correct their mistakes.
3. Systematic Stage At this stage, learners start to develop a stronger understanding of the rules of the L2. Their interlanguage system becomes more structured and closer to that of a native speaker, though it is still not perfect. Mistakes in this stage are often not as severe as errors, but are still part of the learning process. Learners are refining their understanding and usage of the language, but some gaps remain.
4. Stabilization Stage In the stabilization stage, learners make fewer errors and have mastered most of the grammatical rules of the L2. Fluency and meaning are usually no longer problematic, though there may still be minor mistakes. A key issue that may arise at this stage is "fossilization."
What is Fossilization? Fossilization is the process by which a learner’s interlanguage stops developing, seemingly permanently. According to Selinker (1972), fossilizable linguistic phenomena are items, rules, and subsystems that learners may retain in their interlanguage despite receiving further instruction. These errors may persist throughout the learner’s development, preventing them from fully mastering the L2. Fossilization happens when learners stop progressing in their language learning, often due to persistent mistakes that become ingrained in their interlanguage.
Factors Leading to Fossilization There are several factors that contribute to fossilization, as identified by Selinker (1972). These include:
Language Transfer: Learners often use their native language (L1) as a reference point when learning a second language (L2). This can lead to errors due to differences between the two languages. For example, a Spanish speaker might say, “I have 20 years old” instead of “I am 20 years old,” due to the direct translation of the Spanish sentence “Yo tengo 20 años.”
Overgeneralization: This occurs when learners apply a language rule too broadly, even in situations where it does not fit. For example, a learner might use the past tense marker “-ed” for all verbs, saying “hitted” and “goed,” even though these are incorrect forms of the verbs “hit” and “go.”
Transfer of Training: Errors can arise when learners apply rules they have learned from textbooks or instructors, but which do not align with actual usage. For example, if a lesson describes the past perfect tense as "the past past," learners might incorrectly use it for very distant past events, such as in the sentence “My relatives had come from Japan in the 1700s.”
Communication Strategies: Learners often use creative ways to communicate when they cannot recall the exact word or rule. For example, if a learner cannot remember the word "cord," they might refer to it as "a kind of cord that we use for electric things."
Learning Strategies: These are the methods learners use consciously to master the language. For example, a learner might memorize dialogues or use flashcards to improve vocabulary.
Characteristics of Interlanguage
Interlanguage has several important characteristics that define how it develops:
Permeability: The learner's interlanguage system is not fixed; it is flexible and open to change. As learners progress, their knowledge is constantly reshaped to accommodate new information. For example, learners may initially struggle with auxiliary verbs but later improve in using them correctly to form negative sentences.
Dynamic Nature: Interlanguage is constantly changing. Learners’ language systems evolve as they revise their hypotheses about the target language. New rules are introduced and applied in different contexts, gradually spreading across various linguistic areas.
Systematic Nature: Interlanguage follows predictable patterns. Learners do not make random errors; instead, they apply rules systematically, even if those rules are still imperfect.
Variability: One of the key features of interlanguage is variability. Learners may use different forms to express the same idea in different situations. For example, a learner might use "Don't look at my card" in one instance and "No look my card" in another. This variability reflects the complexity of the learning process and the ongoing adjustments being made.
Anomalous Language Behavior of Spanish Native Speakers Learning English
Native Spanish speakers learning English may encounter specific challenges due to differences between the two languages. Some common examples include:
Using the wrong verb: Spanish speakers might say "I have 20 years old" instead of "I am 20 years old," because in Spanish, the verb "tener" (to have) is used to express age.
Incorrect prepositions: Spanish learners might say “Let’s meet in your house” when the correct expression in English would be “Let’s meet at your house.” This error occurs because Spanish prepositions can be more flexible, whereas English prepositions are more specific.
Pronoun errors: In Spanish, possessive pronouns do not change according to gender, while in English they do. A Spanish speaker might mistakenly say "my book" as "his book" when referring to their own possession.
Pronunciation issues: Spanish has no distinction between long and short vowels, so Spanish learners may have difficulty distinguishing between words like "ship" and "sheep." Additionally, contractions like "don't" or "won't" might be mispronounced, dropping the final "t" sound.
Conclusion
Understanding the stages of interlanguage development and the factors that influence language learning can help learners recognize their progress and overcome challenges. Fossilization, overgeneralization, and language transfer are common obstacles, but with awareness and practice, learners can continue to refine their language skills. By recognizing the characteristics of interlanguage, learners can better understand their own language development and work towards greater fluency and accuracy in the target language.
References
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209-231.
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