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.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Method
- Subjects
- Instrumentation
- Oxford Placement Test
- Free Composition Test
- Speaking Test
- Data collection and analysis
- Presentation and interpretation of the findings
- Discussion
- Conclusion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research investigates the relevance of interlanguage studies in teaching English as a foreign language (EFL) at the tertiary level to Bengali-speaking students. The study aims to determine the extent to which analyzing learners' interlanguage can inform and improve EFL teaching practices.
- The nature and development of interlanguage
- The impact of interlanguage on EFL learning
- The use of error analysis in identifying interlanguage features
- The potential of interlanguage studies to inform EFL pedagogy
- The effectiveness of an interlanguage-informed teaching approach
Zusammenfassung der Kapitel (Chapter Summaries)
The abstract provides a brief overview of the research, highlighting the study's objective and methodology. The introduction discusses the concept of interlanguage, its development, and its significance in EFL learning. It explores various perspectives on interlanguage and the factors that contribute to its formation.
The methodology chapter details the selection of participants, the instruments used for data collection, and the procedures employed in data analysis. The study involved two groups of tertiary level EFL learners: an experimental group whose instruction was informed by interlanguage analysis and a control group receiving traditional EFL instruction.
The presentation and interpretation of the findings chapter analyzes the data collected through various tests and error analysis, comparing the performance of the experimental and control groups. This section is crucial to understanding the research's findings and their implications for EFL teaching.
The discussion chapter explores the significance of the research findings, examining their contribution to the understanding of interlanguage and its relevance to EFL pedagogy. This chapter likely presents the researcher's interpretations and arguments based on the data analysis.
The conclusion, which is not included in the preview, likely summarizes the study's main findings, reiterates the research's significance, and suggests further avenues for research.
Schlüsselwörter (Keywords)
The main keywords and focus topics of the text are: interlanguage, EFL teaching, tertiary level, error analysis, learner language, linguistic development, teaching methodology, pedagogical implications, Bengali speaking learners.
- 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
