The Interlanguage Theory In Second Language

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Interlanguage theory Before going to the other concerns, first we will have a look at the Interlanguage Theory as it is very important in the second language with relation to SLA. The term interlanguage was used by Selinker (1972) when he described the rules of structure at the Intermediate grammar level given for the learners of second language to achieve their target language. In spite of the inadequacy of the nature of this grammar, Selinker says that it makes a unity of the whole as this grammar is driven through many psychological mechanisms and it is not developed in the natural way. Adjemian presented Selinker's philosophy with some modification that the second language learner can use the rules of L1 in the L2 if the learner gets such…show more content…
The second language learner may be correct and having lack of confidence or incorrect and fluent (Spolsky, 1989). Sharwood-Smith (1986) is following Bailstok and has presented a cognitive model that gives the variation among the competence and control. In this model, competence is presented on the abstract basis of knowledge, greatly referring to the rules that are already existing in the memory as like the theory of Chomsky's generative grammar. Control has the approach to these competence and cognitive rules that are used in the form of the utterance of acts and in the production of utterances (Bsilstok and Sharwood-Smith, 1985). All the innate and inner theories are having some flaws due to the empirical proofs, and the linguistic theories are not able to describe the language fully. But these provide sufficient knowledge to comprehend the hypothesis and to make solid researches to get the complete knowledge of the language. Communicative…show more content…
The social identification theory suggests that if we have no language identification in the other cultural groups, it will be leading in the negative consequences. Language is far beyond the communication tool (Imberti, 2007; Lauring, 2008) and this tool effects the lives and social status of ESL learners. In relation to language and culture, Byram and Kramsch (2008) presented the notion of teaching language as culture not the teaching of language and culture. They were of the view that now a days foreign language teachers are facing challenges in the teaching of second language "as it presents, expresses and embodies mindsets and worldviews that might be different from those of our American students, " and so they presented a method of teaching "that approaches language as both a personal and cultural / historical event and that places individual experience into a larger social and historical framework" (p.21). This type of notion gives the ethnographic and critical outlook with a holistic view of language and
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