1.?Interlanguage 語際語

(1)?Interlanguage

①?又名

approximative systems; idiosyncratic dialects and transitional competence

②?concept

1)?an interlanguage

a.?the structured system which learner constructs at any given stage in his development

b.?which is independent of both the learner’s L1 and the L2 system

2)?the interlanguage continuum

the series of interlocking systems which form the learner’s ‘built-in syllabus’?

(2)?assumption

①?at any given time the approximative system (interlanguage) is distinct from the L1 and L2

②?the approximative systems form an evolving series

③?in a given contact situation, the approximative systems of learners at the same stage of proficiency roughly coincide

(3)?hypothesis-testing (mentalist view of errors)

①?both L1 and L2 learners make errors to test out certain hypotheses about the nature of the language

②?errors: a strategy and evidence o learner-internal processing

③?(contrast to behaviorist view: errors=evidence of non-learning)

(4)?five principal processes (mentalist view of SLA)

①?language transfer

②?overgeneralization of TL rules

③?transfer of training (通過教學(xué))

④?strategies of L2 learning

⑤?strategies of L2 communication

(5)?simplification

①?internalization of the L2 system

②?limited processing space → limit the number of hypotheses

(6)?fossilization

①?definition

learners stop learning before reaching the end of the interlanguage continuum

②?fossilized structure

1)?realized as

a.?errors（語際語規(guī)則與目標(biāo)語規(guī)則不一致）

b.?correct language forms（語際語規(guī)則與目標(biāo)語規(guī)則一致）

2)?not persistent: backslide towards true interlanguage norm

③?causes

1)?internal cause: learner’s need

2)?external cause: age...

(7)?psycholinguistic basis of learning

①?central issue:

How did adults succeed in learning a L2 at all if recourse to the ‘a(chǎn)cquisition device’?responsible for L1 acquisition was not possible?

②?Process

1)?latent language structure: adult L2 learners continue to make use of the ‘a(chǎn)cquisition device’

2)?reactivating the ‘latent language structure’：transfer universal grammar into TL grammar

3)?latent psychological structure

a.?a more general cognitive mechanism which L2 learners fall back when failed to reactivate...

b.?genetically-determined, not involving recourse to UG

③?conclusion

1)?utilize the same mechanisms as L1 acquisition (latent language structure)

2)?make use of cognitive organizer

a.??presumably responsible for other types of learning

b.?SLA=creative construction

2.?Principal features of interlanguage

(1)?Language-learner language is permeable

①?All language systems are permeable

the rules that constitute the learner’s knowledge at any one stage are open to amendment

②?interlanguage v.s. other language

1)?the degree of permeability

2)?the loss of permeability(fossilization)

(2)?Language-learner language is dynamic

①?interlanguage rules follow the process of constant revision and extension

②?process:

1)?introduce a new rule

2)?spread the rules to cover a range of linguistic contexts

(3)?Language-learner language is systematic

①?interlanguage based on interlanguage rules, and rules selection is predictable

②?error occurs with reference to the norms of the TL instead of the true norms contained in the interlanguage