• English Language & Literature Teaching
• /
• no.6
• /
• pp.113-142
• /
• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.

• Journal of Korean Elementary Science Education
• /
• v.34 no.1
• /
• pp.123-130
• /
• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• English Language & Literature Teaching
• /
• v.15 no.2
• /
• pp.121-150
• /
• 2009

This paper deals with contrastive analysis and interlanguage with respect to adjective ordering. It aimed to investigate how similar and different the orders of descriptive adjectives are in English and Korean, and how Korean EFL learners perceive the sequences of English descriptive adjectives. Data were collected from native English speakers and native Korean speakers and Korean EFL learners. The contrastive analysis showed that the order of English adjectives was size, opinion, condition, age, color, shape, material, and origin, whereas the Korean order was condition, age, opinion, color, size, shape, material, and origin. The relative order of the interlanguage was shown to be age, size, opinion, shape, condition, color, origin, and material, with the exceptions of the order of condition preceding age and that of size being the same position as condition. The interlanguage data manifested different aspects of ordering when compared with English and Korean: Some adjective combinations were similar to both English and Korean; Some were different from English or Korean; Some were different from both English and Korean. These ordering patterns are discussed in terms of such principles as the nouniness principle, the subjectivity/objectivity principle, the iconic principle, etc. On the basis of these results, some helpful suggestions are made.

• Proceedings of the KSPS conference
• /
• 1996.10a
• /
• pp.574-575
• /
• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.

• Phonetics and Speech Sciences
• /
• v.3 no.2
• /
• pp.53-61
• /
• 2011

The present work is a follow-up study to that of Han, Choi, Lim and Lee (2011), where an asymmetry in the source segments eliciting the interlanguage speech intelligibility benefit (ISIB) was found such that the vowels which did not match any vowel of the Korean language were likely to elicit more ISIB than matched vowels. In order to identify the source of the stronger ISIB in non-matched vowels, acoustic analyses of the stimuli were performed. Two pairs of English front vowels [i] vs. [I], and $[{\varepsilon}]$ vs. $[{\ae}]$ were recorded by English native talkers and two groups of Korean learners according to their English proficiency, and then their vowel duration and the frequencies of the first two formants (F1, F2) were measured. The results demonstrated that the non-matched vowels such as [I], and $[{\ae}]$ produced by Korean talkers seemed to show more deviated acoustic characteristics from those of the natives, with longer duration and with closer formant values to the matched vowels, [i] and $[{\varepsilon}]$, than those of the English natives. Combining the results of acoustic measurements in the present study and those of word identification in Han et al. (2011), we suggest that relatively better performance in word identification by Korean talkers/listeners than the native English talkers/listeners is associated with the shared interlanguage of Korean talkers and listeners.

• Phonetics and Speech Sciences
• /
• v.5 no.3
• /
• pp.3-10
• /
• 2013

This study investigated the rhythmic accommodation of Korean English learners' interlanguage talk. Twelve Korean speakers, 6 native English speakers and 6 non-native English speakers in London participated in multiple conversations on different topics which produced 36 conversational data in interlanguage talk (ILT) settings. 190 utterances from the 36 conversational data were analyzed to investigate the rhythmic patterns of Korean English learners when they communicated with English speakers with different language backgrounds. Save for the final-syllable, the normalized duration of consecutive syllables was compared in order to derive a variability index (VI). It was found that there was no significant variability in the measurement of the syllable-to-syllable duration for the utterances of Korean English learners, regardless of their interlocutor's language background. Conversely, it was found that there was evidence that Korean English learners showed rhythmic accommodation in ILT when they conversed with non-native English speakers. The speaking rate became significantly slower when Korean English learners talked to non-native English speakers, than when they talked to other Korean English learners. Furthermore, there was a negative correlation between speaking rate and the VI in the utterances of Korean English learners in ILT.

• Cross-Cultural Studies
• /
• v.43
• /
• pp.459-483
• /
• 2016

The main objective of this paper is to test the major prediction of the Aspect Hypothesis on interlanguage narratives collected from 171 Ibibio ESL learners in a classroom setting using sets of picture stories. Aspect Hypothesis predicts that lexical aspectual classes of verbs would determine the pattern of acquisition and distribution of tense-aspect morphology at the very early stages of L2 acquisition of tense-aspect verbal morphology. That is, telic verbs would be marked with the past tense-aspect verbal morphology before atelic verbs in the interlanguage of ESL learners irrespective of their L1 background. The results of our data analyses show a significant effect from the lexical aspect on the acquisition and distribution of tense-aspect morphology with chi-square statistics of ($x^2=196.92$,df = 6, n = 1664, p = <.0001). However, the effect of the lexical aspect is shown to be more prominent among Ibibio ESL learners at higher levels of proficiency. This is contrary to the prediction regarding Aspect Hypothesis. The paper concludes that the influence of the lexical aspect on the pattern of acquisition and distribution of tense-aspect morphology may be universal but the actual point along the developmental pathway when such influence is obtainable is yet to be determined. This calls for more research into the pattern of the L2 acquisition of tense-aspect verbal morphology.

• Journal of the Korean earth science society
• /
• v.33 no.1
• /
• pp.59-72
• /
• 2012

The purpose of this study is to explore the types of interlanguage that middle school students use in learning about the concept of diastrophism. Eighteen students from two classes in a middle school in Seoul participated in the study and each participant was interviewed four times. Data were analyzed in terms of semantic relations and thematic patterns. As a result, eight interlanguage types were identified and described, which are using everyday language as resources, combining scientific words with everyday words, conjugating scientific words imperfectly, and using semantic relations inappropriately. The implication of interlanguage for science learning and teaching is discussed.

• English Language & Literature Teaching
• /
• v.10 no.2
• /
• pp.1-23
• /
• 2004

This article reports a bi-directional interlanguage study designed to investigate the initial state of L2 acquisition with regard to English and Korean wh-questions. Based on the UG system in line with the minimalist theory, it was hypothesized that the L2 initial state is characterized by the most economical form of syntax in which no overt wh-movement to Spec-CP is assumed. Results of the early interlanguage study showed that 1) L1 Korean learners of L2 English predominantly produced wh-questions with the fronted wh-word, but without productive wh-movement to the Spec-CP position; and 2) L1 English learners of L2 Korean overwhelmingly produced wh-questions with the wh-word remaining in-situ. These results were interpreted as supporting the minimalist account of the L2 initial grammar in that no overt syntactic wh-movement were adopted in early interlanguages of both English and Korean regardless of the learner's L1.

• Journal of The Korean Association For Science Education
• /
• v.31 no.5
• /
• pp.745-757
• /
• 2011

In this study, we investigated the interlanguage of ninth graders that was used to classify and explain the phenomena related to the change of the matters in a group discussion and semi-structured interview. The patterns of the interlanguage were classified and analyzed through the change of their understanding of science languages. The analyses of the results suggested that the interlanguage of the students are classified into the three patterns according to its meaning and form. Pattern 1 is science language used in combination with everyday language to express scientific meaning. This was used by most students regardless of the level of understanding of science languages. Pattern 2 is everyday language used to show scientific meaning, which was used by students who had better understanding of science languages than the others. Pattern 3 is using languages with multiple meaning, which was mainly used by students who have superficial understanding of science languages. Educational implications of these findings are discussed.