Role of Feedback and Negotiation in Interlanguage Development

A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language. According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.

Universal Grammar and Interlanguage Development

Interlanguage Theory was first proposed by Selinker. It refers to the bridging language between the source language and target language constructed by the second language learners, which is a constantly dynamic moving toward the target language. Chomsky’s Universal Grammar (UG) has played an important role in expaining the native language acquisition. This paper, on the basis of UG’s impact on the native language, focuses on UG’s influence on the interlanguage development.

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

The present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

“How Dare You Have Another Relationship!”: An analysis of cross-cultural and interlanguage corrections

The present study aimed to examine the speech act of correction produced by Chinese, Americans, and Chinese EFL learners. A total of 120 participants were asked to fill in a questionnaire with two major parts: a Scaled Response Questionnaire (SRQ) and a Discourse Completion Task (DCT). Elicited data were analyzed in terms of three perspectives: perception of face-threat, overall correction strategy use, and the use of external modifications. The results showed some similarities and differences between Chinese and Americans’ corrections. As for the EFL learners, they exhibited their interlanguage development in the perception and overall strategy use. In addition, instances of L1 pragmatic transfer were found in the learners’ use of some individual strategies and external modifications. Learners’ interlanguage development and L1 socio-cultural transfer demonstrated the multi-competence of the learners. The present study suggests that further instruction should be implemented to enrich L2 learners’ pragmatic repertoire for successful ELF communication.