Interlanguage variability

Question 1

What does variability in interlanguage refer to?

Answer 1

Variability in interlanguage refers to cases where a second language learner uses two or more linguistic variants to express a phenomenon that has only one realization in the target language.

Question 2

According to Tarone (1982), what is the interlanguage capability continuum, and how do learners acquire different mental grammars on this continuum?

Answer 2

he interlanguage capability continuum is a set of overlapping mental grammars that correspond to different contexts in which the second language is used, ranging from informal to formal. Learners acquire grammars on this continuum through exposure to the second language in contexts of different levels of formality.

Question 3

How does linguistic context influence interlanguage variability?

Answer 3

Linguistic context refers to the elements that precede and follow the variable structure in question. Variability in learner language induced by linguistic context means that when the linguistic context changes, the learner’s production of the target language also changes. This variability can be evident at the phonological, morphological, and syntactic levels of a language.

Question 4

What is the difference between systematic variability and non-systematic variability in interlanguage?

Answer 4

Systematic variability is predictable and results from factors like linguistic context, situational context, and psychological context. Non-systematic variability includes performance variability, which results from failures of performance, and free variability, where the learner possesses multiple forms for the same meanings due to competing rules in their competence.

Question 5

According to Ellis (1985), what are the two stages involved in second language acquisition, and what characterizes each stage?

Answer 5

Ellis proposes two stages in second language acquisition: assimilation of new forms and sorting-out of form-function correlations. Assimilation involves the learner being “open” to forms in the input and creating initial hypotheses about target language rules. Sorting-out involves the learner assigning specific functions to different forms.

Question 6

What are some pedagogical implications of interlanguage variability for language teaching?

Answer 6

Pedagogical implications include:

• Error tolerance: Recognizing that variability is a natural part of the learning process.
• Awareness of over-criticizing: Avoiding excessive correction of learner variability.
• Dealing with passive and active students: Adapting teaching methods to suit individual learner styles.
• Coordinating teachability and learnability hypotheses: Aligning teaching with what is learnable for the students.
• Exposure to the target language: Providing ample opportunities for learners to interact with the target language.