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How is an interlanguage different from a pidgin? I'm doing a report on pidgins and creoles and I don't quite understand the distinction. -- Nabarry 01:13, 17 January 2006 (UTC)
Contributors to this article may be interested to know that the article on Embarazada (the Spanish for "pregnant" and an example of a false friend) is currently up for deletion at Wikipedia:Articles_for_deletion/Embarazada. Flapdragon 10:23, 12 April 2006 (UTC)
To do: Change references to Template:Harvnb and citation templates. — GypsyJiver ( drop me a line) 04:49, 19 November 2010 (UTC)
I have just copied a lot of content over from second language acquisition. Because of that, this article has started to look a lot more like an essay, and so I put up a cleanup template until I can get round to fixing it. If anyone wants to have a go at cleaning it up first, you are more than welcome. It needs:
— GypsyJiver ( drop me a line) 04:54, 19 November 2010 (UTC)
I recently "revised" this article as part of a school project, and so I thought I'd make use of it and actually try to revise it on Wikipedia. I didn't add much - I mostly moved some text and added a few headings, and I mean to start checking the sources. CerzaAigl ( talk) 14:55, 26 December 2012 (UTC)CerzaAigl
I would like to add more basic information about how the interlanguage system functions, such as:
I also plan to improve/add more citations to the page as a whole.
Bibliography:
Cook, Vivian (2008). "Multi-competence: Black hole or wormhole for second language acquisition research?" In Han, Zhaohong, ed. Understanding Second Language Process. North York (ON): Multilingual Matters. ISBN: 978-1-84769-014-2.
Gass, S. & Glew, M. (2008). “Second language acquisition and bilingualism.” In Altarriba, J.; Heredia, R. R.. An Introduction to Bilingualism: Principles and Processes. New York: Taylor & Francis Group. ISBN: 13:978-0-8058-5135-9.
Loewen, Shawn; Reinders, Hayo (2011). Key Concepts in Second Language Acquisition. Hampshire: Palgrave Macmillan. pp. 46. ISBN: 978-0-230-23018-7.
Thank you, CRHeck ( talk) 01:10, 18 October 2015 (UTC)
Update: Proposed additions, bold = new:
Copied and pasted from Interlanguage#Other factors (Bold = new additions):
Suggested new title for this section: Stages of Development
Individuals learning a second language may not always hear spoken L2 words as separate units (Cite Gass). Some words might blend together and become a single unit in the learner's L2 system. The blended words are called "prefabricated patterns" or "chunks." These chunks are often not immediately obvious to the learner or anyone that listens to them speak, but may be noticed as the learner's L2 system becomes more developed and they use the chunk in a context where it does not apply. For example, if an English learner hears sentences beginning with "do you," they may associate it with being an indicator of a question but not as two separate words. To them, the word is "doyou." They may happen to say "What do you doing?" instead of "What are you doing?" Eventually the learner will learn to break the chunk up in to its component words and use them correctly.
When learners experience significant restructuring in their L2 systems, they sometimes show a U-shaped learning pattern. For instance, Lightbown (1983) showed that a group of English language learners moved, over time, from accurate usage of the “-ing” present progressive morpheme, to incorrectly omitting it, and finally, back to correct usage. Occasionally the period of incorrect usage is seen as a learning regression (Cite Gass). However, it is likely that the initial correct usage of the morpheme was accidental. It can be theorized that the learner first acquired the “-ing” form as a "chunk" from a whole word, second, lost control of this form as their knowledge system was disrupted by expanding understandings of the tense and aspect systems of English, and third, returned to correct usage upon gaining greater control of these linguistic characteristics and forms. These data provide evidence that learners were initially producing output based on rote memory of individual words containing the present progressive "-ing" morpheme. However, in the second stage their systems contained the rule that they should use the bare infinitive form to express present action, without a separate rule for the use of “-ing.” Finally, they learned the rule for appropriate use of "ing" . The "chunking" method enables a learner to practice speaking their L2 before they correctly break the chunk up in to its component parts. According to Interlanguage theory, this seeming progression and regression of language learning is an important and positive manifestation of the learner's internal understanding of the grammar of the target language.
Copied and pasted from Interlanguage#Linguistic universals (Bold = new additions):
Research on universal grammar (UG) has had a significant effect on SLA theory. In particular, scholarship in the interlanguage tradition has sought to show that learner languages conform to UG at all stages of development (Cite VanPatten). A number of studies have supported this claim, although the evolving state of UG theory makes any firm conclusions difficult.citation needed
Interlanguage UG differs from native UG in that interlanguage UGs greatly vary in mental representations from one L2-user to another (Cite VanPatten). This variability arises from differing relative influences on the interlanguage UG, such as existing L1 knowledge and UG constraints. An example of a UG constraint is an " island constraint," where the wh-phrase in a question has a finite number of possible positions. Island constraints are based on the concept that there are certain syntactical domains within a sentence that act as phrase boundaries. It is theorized that the same constraints that act on a native UG are also often present in an interlanguage UG.
CRHeck ( talk) 04:04, 31 October 2015 (UTC)
CRHeck I think it is time to go live with your additions. Make the changes on the main article and this might draw the attention of anyone watching this page. Your changes look both appropriate and adequately cited. One additional suggestion I would make is to go through the article and alter the APA style citations that are currently being used, and translate these into the Wikipedia format. There are a small number of citations and so I think that would be okay. Why you're doing that you may want to consider the quality of those citations according to Wikipedia standards. If in your preparation of this article any other appropriate or more recent citations these would also make good additions. Marentette ( talk) 23:13, 1 November 2015 (UTC)
I made some editorial changes throughout but have these comments/suggestions:
Good work here. Marentette ( talk) 03:34, 20 November 2015 (UTC)
Thank you, CRHeck ( talk) 16:09, 20 November 2015 (UTC)
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