Interlanguage In English Language

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Many Costa Rican Spanish speakers as English foreign language learners face several linguistic implications that affect the improvement of their learning process (input) and language production (output). In order to have a better understanding of the topic, it is necessary to note the definition of interlanguage and fossilization. According to George Yule (2010) interlanguage is defined as the language produced by second language learners (L2) which includes several “errors” that seem to have no connection between the forms of L1 or L2. For example, the Spanish native speaker who says in English “She name is Maria” produces a form or structure that is not used by English native speakers. This example suggests that there is some in-between system…show more content…
192). For a better understanding of Language Interference while learning EFL in an Oral Communication V class, it is

important to study the different linguistics implications of Spanish language such as fossilization, phonological problems in /ð/ and /θ/ sounds, and prothesis.
First of all, in the quest of learning a new language it is common to see a progress that is based on acquiring new knowledge about structural terms and vocabulary; however, there is a moment where students continue applying their native language structures and forms called fossilization. According to Selinker & Lamandella as cited by Long “Fossilization is the permanent cessation of L2 learning before the learner has attained target language norms at all levels of linguistic structure and in all discourse domains in spite of the learners’ positive ability, opportunity or motivation to learn or
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In fact, it is important to consider some features of these sounds. According to Dale & Poms (1986), “we say that a sound is voiced if our vocal cords vibrate as we pronounce it; a sound is voiceless if it is pronounced without such vibration” (p. 90). For purposes of this inquiry, just the th sounds were considered. The [θ] is a voiceless sound that does not produce vibration in vocal cords; on the other hand, the [ð] produces a vibration of the vocal cords. Furthermore, both sounds are articulated in the same place by what they are known as dental. Yule (2010) stated that “these sounds are formed with the tongue tip behind the upper front teeth” (p. 27). In addition, phonetic sounds belong to a manner of articulation. In case of this research the th sounds are part of the “fricatives”. Fricatives are defined as “a consonant sound that is created by constricting the vocal tract, causing friction as the air passes through it” (Dale & Poms, 1986, p. 43). As the author stated, in order to produce the th sounds speakers have to aspirate some consonants if they want to articulate them correctly. Nonetheless, this articulation does not always occur because speakers tend to produce other sounds. For instance, Spanish speakers may change the th sounds for /d/ and /t/ sounds. Dale and Poms (1986), mentioned that “Spanish- speaking students may intend to say “I don`t have the time”, but it could

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