Interlanguage refers to the term for an idiolect, which has been developed by a second language learner that is yet to reach the level of proficiency. Language acquisition can be explained as the process through which people gain the ability to converse in a certain language which includes the choice of words and construction of coherent sentences for effective communication (Fletcher et.al, 2015). Language acquisition is critical for human beings as compared to other species as we can communicate more efficiently. It is, however, difficult to pin down language aspects that are uniquely human as other species in the animal kingdom also have their modes of communication which are similar to people regarding sounds. (Towell et.al, 2007). Language is a cognition that indeed makes people human. Language acquisition allows people to communicate their desires and as well as providing a common platform whereby we can understand each other. “Language is a rule-governed symbol system for communicating meaning through a shared code of arbitrary symbols” (Jordan, 2014). We become acquainted with language through the phenomenon of acquisition. It is vital to comprehend that there are different levels of language acquisition, a child may have delayed development and thus slowing their process of language acquisition. On the other hand, an adult learning a second language may struggle at it and find it much harder than a toddler learning the same language. The first language often referred to as mother tongue is acquired naturally by a child by way of listening and gathering what those around them are saying. (Freed, 2009). Exposure to language, interaction with parents and the environment, and constant practice are all manners in which words continue to be developed. While other species can pass down information amongst themselves through their capacity of a significant ability to make sounds and vocalizations such as the bonobos; birds also have a whistling or song language that they use to communicate. Apart from humans, there is a minimal number of other species that can currently communicate with fully structured sentences. [“Write my essay for me?” Get help here.]
On this premise, interlanguage of a learner plays a critical role in preserving some of the features of the first language and can as well lead to overgeneralization of some second language speaking and writing rules (Fletcher et.al, 2015). Consequently, these key features of an interlanguage lead to the unique linguistic organization of the system. The Interlanguage will always influence the second language. Influences are across all parts of language learning, from grammar and vocabulary to function and pronunciation. The following section will seek to discuss some of the main effects of interlanguage on the language acquisition.
Firstly, interlanguage affects the general understanding of the second language acquisition (Fletcher et.al, 2015). Notably, it is evident that understanding a language is more than speaking. The ability in comprehending a language need not be underestimated, especially in understanding all aspects of a language including various context clues. Although most second language learners may not comprehend every word in a frying language, they may read a few words that are important and then decipher the rest by using a variety of clues in interpreting their meaning (Towell et.al, 2007). They, however, need to be encouraged to quickly transfer their ‘gist’ of understanding skills in interpreting the meanings in the second language. However, these efforts are affected by interlanguage whereby pronunciation and general understanding of grammar may be a big challenge.
Further, as noted above, pronunciation is also affected by the issue of inter-language. The process of language acquisition incorporates different leaning parameters that inform the teacher whether the student is understanding or making progress in learning the language. Pronunciation is part of the learning process, which, if well perfected, forms a great breakthrough to the learner. However, it must be admitted that the first language profoundly affects the learner’s ability to pronounce different words, which may influence the entire learning process. In this premise, it would be easier in some instances to recognize a native English speaker compared a foreigner (Fletcher et.al, 2015). Agreeably, although it may not be possible for a second language learner, the first language negatively affect the ability to pronounce the words correctly. [Need an essay writing service? Find help here.]
The aspect of fossilization is also dominant in the second language learning process due to interlanguage (Fletcher et.al, 2015). Fossilization is the presence of errors across all domains as one tries to learn the second language. In this way, teachers may find it difficult while assessing and testing second language learners to varied errors and mistakes made. Notably, language testing is considered as a way of systematically measuring an individual’s ability or knowledge, which is packaged about different test techniques and or pre-planned procedures aimed at effective measuring. Admittedly, testing also plays a critical role in language evaluation and learning in classroom settings. Evidently, several researchers have focused on Language Testing (LT) while others focus on Second Language Acquisition (SLA) have extensively analyzed the effect of interlanguage on the testing process as well as its advancement within their respective fields (Towell et.al, 2007). In most cases, results have shown that teachers who teach the second language may take more time in assessing their students compared to the same test conducted on first language students. However, it is advisable that teachers take time in understanding the weaker areas of each second language learner and more so the effects of the first language on the individual learning process. [Click Essay Writer to order your essay]
Fletcher, P., & Garman, M. (2015). Language acquisition: Studies in first language development.
Cambridge: Cambridge Univ. Pr.
Freed, B. F. (2009). Second language acquisition in a study abroad context. Amsterdam: J.
Jordan, G. (2014). Theory construction in second language acquisition. Amsterdam: J.
Towell, R., & Hawkins, R. (2007). Approaches to second language acquisition. Clevedon, Avon,
England: Multilingual Matters.