interlanguage是什么意思，interlanguage翻译

interlanguage是什么意思，interlanguage翻译

Interlanguage, often referred to as a learner's L2 variety, is a term used to describe the linguistic system that second language learners develop during the process of language acquisition. It is a systematic code that represents the learner's internalized knowledge of the target language, which is different from both the learner's first language and the target language. This article aims to explore the concept of interlanguage, its characteristics, and its implications for language teaching and learning.

One of the key characteristics of interlanguage is that it is not a direct translation of the learner's L1. Instead, it is a unique system that emerges as a result of the learner's cognitive processes and transfer mechanisms from the L1 to the L2. Interlanguage is influenced by various factors, such as the learner's native language, cognitive abilities, learning strategies, and exposure to the target language.

Interlanguage can be seen as a dynamic and developing system. It evolves over time as the learner receives input from the target language environment, interacts with native speakers, and receives feedback on their language use. This process is known as fossilization, where certain interlanguage features become stable and persistent, despite continued exposure to the target language. However, with appropriate instruction and motivation, fossilized interlanguage features can be overcome, allowing the learner to acquire a more accurate and proficient L2 system.

The existence of interlanguage has important implications for language teaching. Firstly, it suggests that language teachers should be aware of the unique challenges faced by second language learners and adapt their teaching methods accordingly. For example, teachers should focus on teaching the underlying principles of the target language, such as grammar and pronunciation, rather than expecting learners to make direct translations from their L1.

Secondly, interlanguage highlights the importance of providing learners with ample opportunities to practice and receive feedback on their language use. Language immersion programs, where learners are exposed to the target language in a natural and authentic setting, have been shown to be effective in promoting the development of interlanguage. Additionally, explicit error correction and peer feedback can help learners identify and correct their interlanguage errors, facilitating the process of language acquisition.

In conclusion, interlanguage is a complex and dynamic system that plays a crucial role in second language acquisition. It is not a direct translation of the learner's L1, but a unique code that emerges as a result of the learner's cognitive processes and transfer mechanisms. Language teachers should be aware of the characteristics of interlanguage and adapt their teaching methods to facilitate the development of a more accurate and proficient L2 system. By providing learners with opportunities for language practice and feedback, teachers can help learners overcome the challenges posed by interlanguage and achieve successful language acquisition.