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Psycholinguistics and Linguistics Aspects of Interlanguage: Oleh: Hana Efira (20620006) Brigita Aprliana (20620029)

Psycholinguistics and linguistics influence interlanguage in several ways: 1) Interlanguage refers to the linguistic system produced by learners when communicating in a language they are learning. 2) A learner's first language can influence their acquisition of a second language through positive or negative transfer. 3) Learners must consciously work to learn a second language, unlike acquiring their first language unconsciously as children. 4) Universal grammar and markedness influence what structures are easier or harder for learners to acquire based on their first language.

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146 views15 pages

Psycholinguistics and Linguistics Aspects of Interlanguage: Oleh: Hana Efira (20620006) Brigita Aprliana (20620029)

Psycholinguistics and linguistics influence interlanguage in several ways: 1) Interlanguage refers to the linguistic system produced by learners when communicating in a language they are learning. 2) A learner's first language can influence their acquisition of a second language through positive or negative transfer. 3) Learners must consciously work to learn a second language, unlike acquiring their first language unconsciously as children. 4) Universal grammar and markedness influence what structures are easier or harder for learners to acquire based on their first language.

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hadi wibowo
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PSYCHOLINGUISTICS

AND LINGUISTICS
ASPECTS OF
INTERLANGUAGE
Oleh :
Hana Efira (20620006)
Brigita Aprliana (20620029)
INTERLANGUAGE

Interlanguage (IL) refers to the linguistic system of learner language produced by adults
when they attempt meaningful communication using a language they are in the process
of learning.
PSYCHOLINGUISTICS ASPECTS OF
INTERLANGUAGE

Psycholinguistics is the study of mental process that a


person uses in introducing and understanding language, and
how humans learn language.
(Platt and Heidi Weber)
L1 TRANSFER

First language (L1) transfer refers to the influence that the


learner’s first language exerts over the acquisition of an
second language (L2).
TYPES OF TRANSFER

Negative transfer : The learner’s L1 is one of the sources of error


in learner language. (L1 interferes with L2)

Positive transfer : The learner’s L1 can facilitate L2 acquisition.


(L1 matches L2)
THE ROLE OF CONCIOUSNESS IN
L2 ACQUISITION
Learner’s perception of what is transferable means that learners
have a sense of what features in their L1 are in some way basic.
Children acquire their L1 they seem to do so without conscious effort.
But, L2 learners seem to have to work hard and to study the language
consciously in order to succeed.
PROCESSING OPERATION

Another way of identifying the process responsible for interlanguage


development is to deduce the operations the learners perform from a
close inspection of their output.
PROCESSING OPERATION
- Operating principles
General strategies which childern use to extract and segment
linguistic information from the language they hear (Dan Solbin)

- Processing constraints
Multi-dimentional theory proposes that some grammatical features
are acquired in sequence while others can be acquired at any stage of
development.
COMMUNICATION
STRATEGIES
Communication strategies are seen as part of the planning phase.
They are called upon when learners experience
some kind of problem with an initial plan which prevents them from
executing it. Communication strategies constitute one of the
processes responsible for learners errors. We might expect that the
choice of communication strategies will reflect the learner’s stage of
development.
LINGUISTICS ASPECTS OF INTERLANGUAGE

Typological Universals
It can be said that linguistic items and its rules can influence
language acquisition. Learners will find easier to learn L2 if it is
similar with their L1 and they will find more difficult if it are
different from their L1.
UNIVERSAL GRAMMAR

SLA also owes a considerable debt to another branch of linguistics that


associated closely with Noam Chomsky’s theory of Universal Grammar
(UG). Chomsky argues that language is governed by a set of highly abstract
principles that provide parameters which are given particular settings in
different languages.
LEARNABILITY

Chomsky has claimed that children learning their L1 must rely on innate knowledge of
language because otherwise the task facing them is an impossible one.

Learners need positive evidence which provides information only about what is
grammatical in the language and negative evidence is input that provides direct
evidence of what is ungrammatical in a language.
THE CRITICAL PERIOD
HYPOTHESIS
The critical period hypothesis states that there is a period during which language
acquisition is easy and complete and beyond which it is difficult and typically
incomplete. There is considerable evidence to support the claim that L2 learners
who begin learning as adults are unable to achieve native-speaker competence in
either grammar or pronunciation.
MARKEDNESS
In Chomskyan linguistics, unmarked structure are those that are
governed by UG and which, therefore require only minimal evidence for
acquisition. Marked structures are those that lie outside UG (for
example, have arisen as a result of historical accident). It has been
proposed that learners are much more likely to transfer unmarked
structures from their L1 than they are marked structure.
THANK YOU

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