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Interlanguage
An interlanguage is an idiolect developed by a learner of a second language (L2) which preserves some features of their first language (L1) and can overgeneralize some L2 writing and speaking rules. These two characteristics give an interlanguage its unique linguistic organization. It is idiosyncratically based on the learner's experiences with L2. An interlanguage can fossilize, or cease developing, in any of its developmental stages. Several factors can shape interlanguage rules, including L1 transfer, previous learning strategies, strategies of L2 acquisition, L2 communication strategies, and the overgeneralization of L2 language patterns. Interlanguage theory posits that a dormant psychological framework in the human brain is activated with study of a second language. The theory is credited to Larry Selinker, who coined the terms ''interlanguage'' and ''fossilization''. Uriel Weinreich is credited with providing the basis for Selinker's research. Selinker noted in 1972 ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second-language Acquisition
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners develop their knowledge of second language, focusing on concepts like ''interlanguage'', a transitional linguistic system with its own rules that evolves as learners acquire the target language. SLA research spans cognitive, social, and linguistic perspectives. Cognitive approaches investigate memory and attention processes; sociocultural theories emphasize the role of social interaction and immersion; and linguistic studies examine the innate and learned aspects of language. Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of f ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Larry Selinker
Larry Selinker is professor emeritus of linguistics at the University of Michigan and former director of the university's English Language Institute. In 1972, Selinker introduced the concept of ''interlanguage'', which built upon Pit Corder's previous work on the nature of language learners' errors. Corder's and Selinker's work became the foundation of modern research into second-language acquisition, and interlanguage is accepted as a basic principle of the discipline. Education Selinker received his B.A. from Brandeis University in 1959, where he studied Near-Eastern studies. He received his M.A. from The American University in 1960, in the subject of linguistics. Selinker studied at Georgetown University for his doctorate, which he received in 1966. Career After completing his PhD, Selinker moved to the University of Washington, where he became assistant professor of linguistics and director of English for foreign students from 1966 to 1975. From 1968 to 1969 he was a Fulb ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Error Analysis (linguistics)
In linguistics, according to J. Richard et al., (2002), an error is the use of a word, speech act or grammatical items in such a way that it seems imperfect and significant of an incomplete learning (184). It is considered by Norrish (1983, p. 7) as a systematic deviation which happens when a learner has not learnt something, and consistently gets it wrong. However, the attempts made to put the error into context have always gone hand in hand with either [language learning and second-language acquisition] processe, Hendrickson (1987:357) mentioned that errors are ‘signals’ that indicate an actual learning process taking place and that the learner has not yet mastered or shown a well-structured [linguistic competence, competence] in the target language. All the definitions seem to stress either the systematic deviations triggered in the language learning process, or its indications of the actual situation of the language learner themselves, which will later help monitoring ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Transfer
Language transfer is the application of linguistic features from one language to another by a bilingual or multilingual speaker. Language transfer may occur across both languages in the acquisition of a simultaneous bilingual. It may also occur from a mature speaker's first language (L1) to a second language (L2) they are acquiring, or from an L2 back to the L1. Language transfer (also known as L1 interference, linguistic interference, and crosslinguistic influence) is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language. Language transfer is also a common topic in bilingual child language acquisition as it occurs frequently in bilingual children especially when one language is dominant. Types of language transfer When the relevant unit or structure of both languages is the same, linguistic interference ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Franglais
Franglais () or Frenglish ( ) is a French blend that referred first to the overuse of English words by French speakers and later to diglossia or the macaronic mixture of French () and English (). Etymology The word ''Franglais'' was first attested in French in 1959, but it was popularised by the academic, novelist, and critic René Étiemble in his denunciation of the overuse of English words in French, published in 1964. Earlier than the French term was the English label ''Frenglish'', first recorded in 1937. Other colloquial blends for French-influenced English include ''Franglish'' (recorded from 1967), ''Frenchlish'' (1974), and ''Fringlish'' (1982). English sense In English, ''Franglais'' means a combination of English and French. It evokes the linguistic concepts of mixed language and barbarism. Reasons for this blend could be caused by lexical gaps, native bilingualism, populations trying to imitate a language where they have no fluency (sometimes known as creol ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Pidgin
A pidgin , or pidgin language, is a grammatically simplified form of contact language that develops between two or more groups of people that do not have a language in common: typically, its vocabulary and grammar are limited and often drawn from several languages. It is most commonly employed in situations such as trade, or where both groups speak languages different from the language of the country in which they reside (but where there is no common language between the groups). Fundamentally, a pidgin is a simplified means of linguistic communication, as it is constructed impromptu, or by convention, between individuals or groups of people. A pidgin is not the native language of any speech community, but is instead learned as a second language. A pidgin may be built from words, sounds, or body language from a multitude of languages as well as onomatopoeia. As the lexicon of any pidgin will be limited to core vocabulary, words with only a specific meaning in the lexifier l ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Creole Language
A creole language, or simply creole, is a stable form of contact language that develops from the process of different languages simplifying and mixing into a new form (often a pidgin), and then that form expanding and elaborating into a full-fledged language with Nativization, native speakers, all within a fairly brief period. While the concept is similar to that of a mixed language, mixed or hybrid language, creoles are often characterized by a tendency to systematize their inherited grammar (e.g., by eliminating irregularities). Like any language, creoles are characterized by a consistent system of grammar, possess large stable vocabularies, and are Language acquisition, acquired by children as their native language. These three features distinguish a creole language from a pidgin. Creolistics, or creology, is the study of creole languages and, as such, is a subfield of linguistics. Someone who engages in this study is called a creolist. The precise number of creole languages ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second Language
A second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language. For example, the Canadian census defines first language for its purposes as "What is the language that this person first learned at home in childhood and still understands?", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children start school or move to a new language environment. Second-language acquisition The distinction between acquiring and learning was made by Stephen Krashen as part of his monitor theory. According to Krashen, the ''acquisition'' of a language is a natural process; whereas ''learning'' a language is a conscious one. In ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Pit Corder
Stephen Pit Corder (6 October 1918 – 27 January 1990) was a professor of applied linguistics at Edinburgh University, known for his contribution to the study of error analysis. He was the first Chair of the British Association for Applied Linguistics, 1967–70, and was instrumental in developing the field of applied linguistics in the United Kingdom. Early life Pit Corder was born at 4 Bootham Terrace, York, into a Quaker family. His father, Philip Corder (b. 1885), was a schoolteacher of English origin, and his mother, Johanna Adriana van der Mersch (b. 1887), was Dutch. Pit studied at Bootham School, a Quaker boarding school near York, where his father was a master. He went on to read modern languages at Merton College, Oxford, from 1936 to 1939. After Oxford, Corder taught at Great Ayton Friends' School until serving in the Friends' Ambulance Unit during World War II in Finland and Egypt, having received exemption from military service as a conscientious objector. I ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Communication Strategies In Second-language Acquisition
In the course of learning a second language, learners will frequently encounter communication problems caused by a lack of linguistic resources. Communication strategies are strategies that learners use to overcome these problems in order to convey their intended meaning.. Strategies used may include paraphrasing, substitution, coining new words, switching to the first language, and asking for clarification... These strategies, with the exception of switching languages, are also used by native speakers. The term ''communication strategy'' was introduced by Selinker in 1972, and the first systematic analysis of communication strategies was made by Varadi in 1973.. There were various other studies in the 1970s, but the real boom in communication strategy scholarship came in the 1980s. This decade saw a flurry of papers describing and analyzing communication strategies, and saw Ellen Bialystok link communication strategies to her general theory of second-language acquisition. There wa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Uriel Weinreich
Uriel Weinreich (, ; May 23, 1926 – March 30, 1967) was a Jewish–American linguist. Life Uriel Weinreich was born in Wilno, Poland (since 1945, Vilnius, Lithuania), the first child of linguist Max Weinreich () and Regina Szabad, to a family that paternally hailed from Courland in Latvia and maternally came from a well-respected and established Wilno Jewish family. He served as a first lieutenant in the United States Army from 1944 to 1946. He earned his BA at Columbia University in 1948, during which time he was also elected a member of Phi Beta Kappa. He earned his MA from Columbia in 1949 and his PhD in 1951. From 1951 to 1952 he was an editor and information specialist with the State Department at which point he joined Columbia University's faculty. There he specialized in Yiddish studies, sociolinguistics, and dialectology and was named the Atran Professor of Yiddish. In 1959, he was awarded a John Simon Guggenheim Fellowship. He advocated the increased accep ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Pragmatics
In linguistics and the philosophy of language, pragmatics is the study of how Context (linguistics), context contributes to meaning. The field of study evaluates how human language is utilized in social interactions, as well as the relationship between the interpreter and the interpreted. Linguists who specialize in pragmatics are called pragmaticians. The field has been represented since 1986 by the International Pragmatics Association (IPrA). Pragmatics encompasses phenomena including implicature, speech acts, relevance theory, relevance and Conversation analysis, conversation,Mey, Jacob L. (1993) ''Pragmatics: An Introduction''. Oxford: Blackwell (2nd ed. 2001). as well as nonverbal communication. Theories of pragmatics go hand-in-hand with theories of semantics, which studies aspects of meaning, and syntax, which examines sentence structures, principles, and relationships. The ability to understand another speaker's intended meaning is called ''pragmatic competence''. In 1938 ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
