Interlanguage theory
Interlanguage theory
1. Behaviorist learning theory
The dominant psychological theory of the 1950s and 1960a was behaviorist learning theory. According to this theory, language learning is like any other kind of learning in that it involves habit formation. Habits are formed when learners respond to stimuli in the environment and subquently have their respons reinforced so that they are remembered. Thus, a habit is a stimulus—respon connection. Learning took place when learners had the opportunity to practice making the correct respond to a given stimulus.
It should be clear that behaviorist account of L2 acquisition emphasize only what can be directly obrved and ignore what goes on in the ‘black box’什么叫白皮书 of the learner’站岗s mind. Learners frequently do not produce output that simply reproduces the input. In short, learning is not just a respon to external stimuli.
2. A mentalist（精神第一性论者） theory of language learning
The obvious inadequacies of behaviorist explanations of L2 acquisition led rearchers to look towards an alternative theoretical framework. From a preoccupation with the role of ‘nurture’(养育) (i.e. How environmental factors shape learning), rearchers switched their attention to ‘nature’ (i.e. how the innate properties of the human mind shape learning). This new paradigm was, therefore, mentalist (or ‘nativist’) in orientation. In the 1960s and 1970s a mentalist theory of first language acquisition emerged. According to this theory:
1) Only human beings are capable of learning language.
2) The human mind is equipped with a faculty for learning language, referred to as a Language Acquisition Device. This is parate from the faculties responsible for other kinds of cognitive activity.
3) This faculty is the primary determinant of language acquisition.
4) Input is needed, but only to ‘trigger’ the operation of the language acquisition device.
3.What is ‘interlanguage’（中介语）?
The term ‘梦幻西游怎么玩interlanguage’ was coined by the American linguist, Larry Selinker（拉里●塞林格），in recognition of the fact that L2 learners construct a linguistic system that draws, in part, on the learner’s L1 but is also different from it and also from the target language. A learner’s interlanguage is, therefore, a unique linguistic system.
The concept of interlanguage involves the following premis about L2 acquisition;
1) The learner constructs a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rules is viewed as a ‘mental grammar’（精神语法）and is referred to as an ‘interlanguage’.
碧桂园企业文化2) The learner’s grammar is permeable（有渗透性的）. This is, the grammar is open to influence from the outside (i.e. through the input). It is also influenced from the inside. 3) The learner’s grammar is transitional. Learners change their grammar from one time to a黄刺蛾
nother by adding rules, deleting rules, and restructuring the whole system. This results in an interlanguage continuum（连续体）. This is, learners construct a ries of mental grammars or interlanguages as they gradually increa the complexity of their L2 knowledge.白皮花生
4) Some rearchers have claimed that the systems learners construct contain variable rules. That is, they argue that learners are likely to have competing rules at any one stage development. However, other rearchers argue that interlanguage systems are homogeneous（同种的） and that variability reflects the mistakes learners make when they try to u their knowledge to communicate. The rearchers e variability as an aspect of performance rather than competence.
5) Learners employ various learning strategies to develop their interlanguags. The different kinds of errors learners produce reflect learning strategies.
6) The learner’s grammar is likely to fossilize（僵化）. Selinker suggested that only about five per cent of learners go on develop the same mental grammar as native speake
rs. T顾名思义的近义词he majority stop some way short. Fossilization do not occur in L1 acquisition and thus is unique to L2 grammars.
4. A computational model（计算模式） of L2 acquisition
Figure 1 reprents the basic computational metaphor that has grown out of ‘interlanguage’ and that informs much of SLA. The learner is expod to input, which is procesd in two stages. First, parts of it are attended to and take into short-term memory. There are referred to as intake. Second, some of intake is stored in long-term memory as L2 knowledge. The process responsible for creating intake and L2 knowledge occur within the ‘black box’ of the learner mind where the learner’感恩节在几月几日s interlanguage is constructed. Finally, L2 knowledge is ud by the learner to produce spoken and written output (i.e. what we have called learner language).
