Approaching the Language of the Second Language Learner: Interlanguage and the Models Before

Abstract

The present paper attempts to provide a critical evaluation of the most prominent pedagogical models that have dealt with the language of the second language (L2) learner starting from the second half of the 20th century. The three most influential approaches in the domain are investigated in this study: contrastive analysis (CA), error analysis (EA), and interlanguage (IL). Each of these models is tackled in terms of its beginning, psychological background, essential tenets, mechanism, and its pedagogical value. Prominently, this work is aimed at teasing apart the confusion that surrounds the fields of acquiring second/foreign language. It also endeavors to clear out the overlapping of both terminology and concept that cloud these areas. Focus is placed on IL owing to the dominant share of attention it has received from researchers and applied linguists who have found many of their questions answered and many information-gaps filled in with this theory. This review paper is an extract of an in-progress PhD dissertation on interlanguage pragmatics of Kurdish university EFL learners, which is an applied study addressing both the pragmalinguistic and sociopragmatic knowledge of the students.

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

“…This one is called natural creativity (Byram, 1986;Crystal, 2008;Kachru, Kachru, & Nelson, 2006;Kachru, 1990). Overgeneralization is a kind of developmental process of students' English interlanguage (Mahmood et al, 2018;Yang, 2014). This factor can be lowered if students have been given adequate English input for instance reading skill by using nativelike authentic texts, and the students are led to immerse those texts, so that the students ultimately will be capable of producing native like English writing products which are free from overgeneralization of English forms or structures and also free from any non-native English creativity.…”

“…Grounded in the problems highlighted in the phenomenon above, this research is executed to know what types of errors of English sentence structure students make in writing an English paragraph alongside the factors contributing to such errors. We view errors as informed in the theory of interlanguage wherein errors are analyzed as a factor to promote further learning in a better way (Mahmood, Mohammed, & Murad, 2018;Morganna, 2017), so that the data of the present study could be used by educators to reflect on learning implementation of English writing skill. There are some types of errors that are oriented as the focus of this research.…”

Gameful Learning for a More Sustainable World

“…Furthermore, in contexts like ours, where the training medium differed from the application context, it was particularly important to assess the learning outcome with regard to knowledge transfer (Barnett and Ceci 2002). In language transfer theory, knowledge transfer happens within the context of translation, where words and meanings are connected between two languages, typically native and second (Mahmood and Murad 2018). In the didactics of mathematics, this transfer is referred to as ''conversion,'' or the mental merging of different representations -such as graphs and functions -of the same mathematical concept (Dreher et al 2014).…”

Iranian EFL and Malaysian ESL University Students’ Use of Language Learning Strategies

“…They are foundations from which all learning investments, plans, processes, goals, and objectives will emerge Dublin (2011). Tarone (1981), cited in Mahmood & Murad (2018)) considers language learning strategy in a broader frame, including the linguistic and metalinguistic skills in the L2, which are followed in developing the interlanguage competence of the learner.…”