Understanding Interlanguage and Errors in Second Language Learning

Learning a new language is a fascinating, sometimes challenging journey. When students start using a second language (L2), they create a unique system that mixes what they know from their first language (L1) and the new language rules. This system is called interlanguage. Think of it as a bridge between what they already know and what they are still learning. It’s not quite their native language, and it’s not yet the second language—they’re in between, experimenting and figuring things out.

What Happens Inside Interlanguage?

Several processes shape this interlanguage as learners work toward fluency:

• Language Transfer: Often, learners rely on their first language habits to make sense of the new language. This is natural, but sometimes it causes mistakes called interference. For example, a Spanish speaker might say, “I have 20 years,” because in Spanish we say “Tengo 20 años.” The learner is transferring the structure of their native language, which doesn’t work the same way in English.
• Overgeneralization: Learners also try to apply new rules they’ve learned to all cases—even when native speakers don’t. For instance, saying “I goed home” by adding “-ed” to make past tense is a common mistake. This kind of error is part of the natural learning process because learners are testing out rules.
• Simplification: Sometimes learners simplify complex language rules, much like young children do when they are learning to talk. This makes communication easier but might lead to incomplete or incorrect forms.

When Mistakes Become Habits: Fossilization

One important thing to understand is fossilization. This happens when incorrect language use becomes a habit that’s very hard to change. Imagine you keep mispronouncing a word or mixing up grammar for years. This is fossilization, and it’s more common in adults learning a new language. For example, many Spanish speakers might never fully get the difference between “he” and “she” in English, leading to repeated errors.

Teachers play a crucial role here. Fossilized errors might not go away on their own. So, how can we help? One strategy is to record learners speaking and then play it back with them. This helps learners hear their own errors and become more aware of what needs fixing. Another is encouraging them to keep a written record of common mistakes in a language portfolio, so they can track their progress and areas to improve.

Common Errors for Spanish Speakers Learning English

Here are some typical mistakes Spanish speakers might make, along with why these errors happen:

• “I have 20 years old” instead of “I am 20 years old.” This is because in Spanish, “tener” (to have) is used for age, but in English, we use “to be” (Ser/Estar).
• Preposition confusion: For example, “Let’s meet in your house” instead of “Let’s meet at your place.” Spanish uses the preposition “en” for many locations, but English distinguishes between “in,” “at,” and “on” depending on context. This can be tricky and needs practice.
• Possessive pronouns: Mixing up “his” and “her” because Spanish possessive pronouns don’t change gender as English ones do. For example, “his book” and “her book” differ in English but not in Spanish (“su libro”).
• Dropping the subject: Spanish often omits the subject pronoun because the verb endings give enough information. In English, we almost always need to include the subject. So, a learner might say “Is raining” instead of “It is raining.”
• Make vs. do: These verbs cause trouble because their use depends on fixed expressions (collocations). Teaching students phrases like “make an effort” and “do homework” helps clarify this.
• False friends: Words that look or sound similar in both languages but have different meanings. For example, “embarrassed” in English means ashamed, but “embarazada” in Spanish means pregnant.
• Plural agreement: “People” is plural in English, but it’s singular in Spanish (“la gente”). So, a learner might say “The people here is friendly,” which sounds incorrect to native ears.
• Third person -s: English verbs add an “-s” in the third person singular (“he plays”), which is often forgotten.
• This/these and that/those: English adjectives change for singular/plural differently than Spanish, which can confuse learners.
• Pronunciation: Spanish doesn’t distinguish vowel length as English does, so words like “ship” and “sheep” can be confused. Also, English contractions like “don’t” or “won’t” can be challenging, and learners may drop the final “t” sound.

Exercises to Practice

1. Identifying Errors:

Try spotting common errors and thinking about why they happen. For example:

• Incorrect: “He has not yet gone to the bed.”
• Correct: “He has not yet gone to bed.”
• Reason: Certain expressions like “go home,” “go to bed,” and “go to school” don’t use the definite article “the.”

2. Matching Definitions to Terms:

• When the mother tongue influences L2: L1 interference
• When wrong language habits become fixed: Fossilization
• Errors natural in learning, disappearing over time: Developmental errors
• Using a rule too broadly: Overgeneralization
• Learner’s unique language system: Interlanguage
• Words that look alike but differ in meaning: False friends

Why Errors Matter and How Teachers Can Help

Errors aren’t just mistakes; they are a window into the learner’s mind. When students make mistakes, they’re actively testing and experimenting with language rules. This is essential for learning. Teachers can use errors to understand what their students know and what they need to learn next.

However, it’s important to be thoughtful about correction. Constantly interrupting to fix every little mistake can discourage students and make them lose confidence. On the other hand, ignoring errors completely can lead to fossilization.

A good rule of thumb is: correct errors when they become regular patterns or when the student has already been taught the concept. Also, consider the learning goal—are you focusing on accuracy or fluency? If fluency is the goal, let students express themselves freely and correct later, gently.

How to Correct Errors Effectively

• Modelling (Echo correction): Repeat what the student said with a slight change in intonation to highlight the error, for example, “It depends on the weather.”
• Self-correction: Encourage learners to notice and correct their own errors; this helps memory and understanding.
• Peer correction: Sometimes classmates can gently point out mistakes, promoting cooperation.
• Teacher correction: When no one else can, the teacher steps in to clarify.

Remember to celebrate what students do right! Highlight good language use as much as errors to keep motivation high.

This approach helps teacher trainees see errors not as failures, but as stepping stones to mastery. By understanding the nature of interlanguage, fossilization, and common errors, future teachers can create more supportive, effective learning environments. And the truth is, making mistakes is not only normal but necessary on the path to language success.