To learn a second/foreign language, the learner takes a linguistic journey from his/her mother tongue to the target language and naturally constructs a personal linguistic system in the interim time. This individual system termed ‘interlanguage’ is a single and unique one which is yet to conform to the target language norms and evidently incorporates linguistic deficiencies or errors exhibiting the learner’s current linguistic level and implying what he/she need acquire to reach a standard of the target language. Hence, the present research has been designed to investigate and examine the relevance of the study of the interlanguage of 21 tertiary level students learning English as a foreign language (EFL). To carry out the study, an experimental group consisting of the 21 students and a control group having another 21 students of the same level have been used. Based on the findings, the researcher makes some linguistic and pedagogic recommendations.
Table of Contents
Introduction
Method
Subjects
Instrumentation
Oxford Placement Test
Free Composition Test
Speaking Test
Data collection and analysis
Presentation and interpretation of the findings
Pre-programme linguistic level
Pre-programme linguistic deficiencies of the experimental group
Test of Grammatical Structures
Test of Reading and Listening Skills
Free Composition Test
Speaking Test
Post-programme linguistic level
Post-programme linguistic deficiencies of the experimental group
Conclusions and suggestions
Research Objectives and Themes
This study aims to investigate the relevance of analyzing the interlanguage of tertiary-level students learning English as a foreign language (EFL) to improve pedagogical outcomes. The core research question addresses whether a syllabus designed based on specific error analysis and identified linguistic deficiencies leads to greater proficiency gains compared to a standard, pre-planned curriculum.
- Theoretical analysis of interlanguage development and cognitive processes.
- Comparative analysis of experimental and control groups using standardized testing.
- Identification of pre- and post-programme linguistic deficiencies.
- Evaluation of syllabus design based on learner-specific error analysis.
- Development of pedagogical recommendations for tertiary EFL instruction.
Excerpt from the Book
Introduction
A second/foreign language learner takes a linguistic journey from his/her mother tongue to the target language and naturally constructs a personal linguistic system in the interim time. This individual system is termed ‘interlanguage’ (Selinker 1969, 1972), ‘approximative system’ (Nemser 1971), ‘transitional competence’ (Corder 1967), or ‘idiosyncratic dialect’ (Corder 1973). In a narrower sense, interlanguage refers to the intermediate status of the second/foreign language learner’s system between his/her mother tongue and the target language. In a broader sense, it stands for the second/foreign language learner’s present knowledge of the language he/she is learning (Spolsky 1989). In a general sense, interlanguage is defined as ‘the interim grammars constructed by the second-language learners on their way to the target language’ (McLaughlin 1987:60).
Summary of Chapters
Introduction: This chapter defines the concept of interlanguage as an evolving system of learner knowledge and establishes the research goal of testing its relevance in a tertiary EFL context.
Method: This section details the experimental design, including the selection of experimental and control groups, and describes the instruments used: the Oxford Placement Test, a Free Composition Test, and a Speaking Test.
Presentation and interpretation of the findings: This chapter presents the pre- and post-programme data, highlighting the significant proficiency improvements of the experimental group compared to the control group.
Conclusions and suggestions: This final chapter synthesizes the results, confirming that studying interlanguage is highly relevant for effective syllabus design and provides specific pedagogical recommendations for teachers.
Keywords
Interlanguage, relevance, teaching EFL, tertiary level, language acquisition, error analysis, linguistic competence, communicative competence, syllabus design, pedagogic recommendations, second language learning, proficiency assessment, cognitive processes, linguistic deficiencies, experimental research.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the relevance of studying the "interlanguage"—the unique linguistic system developed by foreign language learners—to improve English language teaching at the university level.
What are the central themes of the work?
The central themes include the nature of interlanguage, learner error analysis, the impact of custom-designed syllabi, and comparative linguistic assessment between different student groups.
What is the main research question or goal?
The goal is to determine if teaching programmes based on the specific analysis of a learner's interlanguage are more effective at improving English proficiency than standard, generalized language programmes.
Which scientific methods are applied?
The study uses an experimental research design, utilizing an experimental and a control group, alongside quantitative data collection via the Oxford Placement Test, Free Composition, and Speaking tests.
What is covered in the main body?
The main body covers the theoretical background of interlanguage, the methodology of the study, detailed data analysis of pre- and post-programme linguistic performance, and the detection of specific student errors.
What key terms characterize this study?
The study is characterized by terms such as Interlanguage, EFL, Tertiary Level, Error Analysis, Pedagogic Recommendations, and Linguistic Competence.
How does the author define interlanguage in this context?
The author defines it as an interim, individual, and unique system of grammar constructed by learners, which is in a constant state of flux as they progress toward the target language norms.
What does the study suggest regarding syllabus design?
The study suggests that syllabi should not be static but rather informed by the ongoing analysis of the learners' interlanguage to address their specific linguistic needs and deficiencies.
What was the key difference between the experimental and control groups?
The experimental group was taught using a syllabus specifically designed to address their identified errors, whereas the control group followed a standard, pre-planned programme.
What are the practical implications for EFL teachers?
Teachers are encouraged to view student errors as valuable data, enabling them to better understand their students' current knowledge and to implement more targeted remedial instruction.
- Quote paper
- Dr. M. Maniruzzaman (Author), 2008, Relevance of the study of interlanguage to teaching EFL at the tertiary level, Munich, GRIN Verlag, https://www.grin.com/document/114649
