A case study analyzing interlanguage and how it affects second language acquisition among Chinese adolescents in China.
Written in 2008; 3,708 words; 10 sources; APA; $ 102.95
Paper Summary:
This paper attempts to present a definition of interlanguage and then briefly discusses the components of interlanguage and how they affect second language acquisition (SLA). The paper provides some examples of how interlanguage possibly influences Chinese adolescent learners at Dalian Maple Leaf International High School (DMLIS) in China.
Table of Contents:
Introduction
Interlanguage - What is it?
Hypothesis Testing
Beginnings of Interlanguage
Fossilization
Processes Involved in Interlanguage
Language Transfer
Over-generalization
Transfer of Training
Strategies of L2 Learning
Communication Strategies
Conclusion
From the Paper:
"With regards to the learners at DMLIS, the aforementioned College English - Intensive Reading text reinforces errors being taught by some of the staff in the ESL Department. Learners are being given information (implicitly through the text and explicitly through instruction) that it is acceptable to begin sentences with the coordinating conjunctions, 'and', 'or', and 'but'. Within the College English - Intensive Reading text that is being used in the ESL department, there are 47 instances of coordinating conjunctions beginning a fragmentary dependent clause within 16 reading passages: an average of 3 per reading passage. Although there is the possibility of beginning a dependent clause with a coordinating conjunction to show emphasis of an idea, Swan (1980) specifies that conjunctions are "used to join clauses together..." (ibid: 152) and "...cannot be used with just one clause." (ibid: 154) In this instance, the instruction, supported by the text, is influencing the learners into accepting and acquiring incorrect grammar structures."
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