Chapter 3

Interlanguage

Spanish English
 Team:
• María Guadalupe Bejarano Ruiz
• Juan Carlos Calderón Villa
• Uriel Antonio Pacheco Meza
• Bertha Alicia Poblano Amparán
• Alicia Aidee Saucedo Montelongo
 Table of contents
01 Behaviorist Learning Theory
A Mentalist Theory of
02 Language Learning

03 What is Interlanguage?
A Computational Model
04 of L2 acquisition
 Introduction L2

Interlanguage is the type of language or L1

linguistic system used by second- and foreign-
language learners who are in the process of
learning a target language.
 01
Behaviorist Learning
Theory
Behaviorism is a psychological theory of learning that focuses on
observable behaviors and the environmental factors that influence them.
Key principles of behaviorism include:

❖ Stimulus-Response Associations: Behavior is a result of a

stimulus triggering a specific response. A stimulus becomes
associated with a specific response through repetition.

❖ Operant Conditioning: Behaviors that are rewarded are

more likely to be repeated, while behaviors that are
punished are less likely to be repeated.
❖ Observable Behavior: Focus on observable and

measurable behavior. This makes behaviorism a

more objective and scientific approach to
studying learning.

❖ Environment: Emphasize the role of the

environment in shaping behavior. Because

environment provides the stimuli and
consequences that influence how individuals learn
and behave.
❖ Learning Through Association: Learning
occurs through the association of stimuli
and responses.
❖ Ivan Pavlov's Dogs: In his famous experiment,
Pavlov conditioned dogs to associate the
ringing of a bell with the presentation of food.
Over time, the dogs began to salivate at the
sound of the bell alone, even when no food was
present. This demonstrates the formation of a
conditioned response (salivation) to a previously
neutral stimulus (the bell).
❖ Skinner's Skinner Box: B.F. Skinner used operant conditioning principles to shape the
behavior of rats and pigeons in a controlled environment called the "Skinner box." For
instance, he trained pigeons to peck at a target in exchange for food rewards. As a result,
the pigeons learned to repeat the pecking behavior to receive food, showing the influence
of reinforcement on behavior.
❖ Parenting and Rewards/Punishments:
In everyday life, parents often use
reinforcement and punishment to
shape their children's behavior. For
example, if a child cleans their room
and receives praise or a small treat,
they are more likely to repeat the
cleaning behavior (positive
reinforcement). On the other hand, if
they lose a privilege for misbehaving,
they may be less likely to repeat the
misbehavior (punishment).

.
 Behavior Modification in Therapy:
❖ Token Economy Systems: Behaviorism is applied in therapeutic settings, such as in the
treatment of individuals with autism or in substance abuse programs. One example is
a token economy system, where desirable behaviors are rewarded with tokens that
can be exchanged for preferred items or privileges. This approach encourages the
development of positive behaviors through reinforcement.
These examples demonstrate how behaviorism can be applied to understand and influence
various aspects of human and animal behavior by focusing on observable stimuli,
responses, and the consequences that shape behavior.
 02
A Mentalist Theory
of Language
Learning
Chomsky's theory of language acquisition views language acquisition as a biologically
determined process that uses neural circuits in the brain which have evolved to contain
linguistic signals. In other words, humans are born with an innate language ''device'' that
enables them to learn any human language
Chomsky say that rules for language acquisition
are innate. And this feature is activated during
infancy by minimal environmental stimuli.
Younger children naturally develop in language
by making noises, crying, and laughing.
Eventually, as the child grows, they exhibit the
ability to learn words and phrases and convey
messages.
The mentalist theory asserts that the universe is mental in nature, implying that applied
mental transmutation is also a magical tool that can be used to change physical (material)
forms as well as mental thought forms. As you read through the various universal laws that
govern our lives, you will notice that using your mind’s power to shape your life positively
and fulfilling will be beneficial.
03 What is Interlanguage?
 What is Interlanguage?

Is a term that was developed by the American linguist, Larry

Slinker, in recognition of the fact that L2 learners construct a
linguistic system that draws, in part, on the learner’s L1 but is also
different from it and also from the target language. A learner’s
interlanguage is, therefore, a unique linguistic system.
Interlanguage:
❖ The learner constructs a system of rules
which underlies comprehension and
production of the L2. This system of rules
is viewed as a ‘mental grammar’.
❖ The learner’s grammar is permeable and
transitional. Learners change their
grammar from one time to another by
adding rules, deleting rules, and
restructuring the whole system..
❖ Interlanguage systems are homogenous and that variability reflects the mistakes
learners make when they try to use their knowledge to communicate.
❖ Learners employ various learning strategies to develop their interlanguages.
❖ The learner’s grammar is likely to fossilize. The prevalence of backsliding is typical
of fossilized learners. Fossilization does not occur in L1 acquisition and thus is unique to
L2 grammars.
The IL hypothesis claims that learner languages are somehow different from other language
systems. ILs are linguistic systems in the same way that Natural Languages are. Like all
natural languages, ILs contain a system of linguistic rules.

1. The property of mutual intelligibility is an inherent property of ILs as a result of their

being members of the set of possible human languages.

2. A second property is systematicity. There exists an internal consistency in the rule and
feature system which makes up the IL. Like all human languages ILs must contain an
organized set of rules and basic elements.
3. The permeability of ILs. can happen in one of two
ways: either the IL system is penetrated by rules or
forms of the NL not usually evidenced in its speech
forms, or an internalized TL rule or form is improperly
generalized or distorted in some way.

4. The third property is the notion stability. refer to those

parts of an IL system that have lost their permeability.
Relative to the speech forms of a TL, this stability may
result in the production of “correct” or “incorrect” forms,
but relative to the IL system itself, these forms are
always correct if they are stable, that is, if they recur
systematically
 A Computational
Model of L2
04 Acquisition
It is a theoretical framework or simulation that attempts to explain how individuals
acquire a second language. These models use computational methods, such as
algorithms and simulations, to replicate and understand the cognitive processes
involved in L2 learning.
Here, some common types of computational models of L2 acquisition:

1. Connectionist Models:

Known as neural network models, simulate L2

acquisition by modeling the neural connections in
the brain. These models aim to capture the gradual
strengthening of connections between neurons as
language learners are exposed to linguistic input.
2. Statistical Learning Models:

Are based on the idea that learners acquire language through exposure to statistical
patterns in the input. These models often involve the calculation of probabilities of
different linguistic structures and the selection of the most likely structures based on
these probabilities.
3. Error-Driven Models:

Propose that language learners acquire an L2

by continuously adjusting their linguistic
knowledge based on feedback and the
detection of errors. These models take into
account the importance of corrective input in
the learning process.
4. Constraint-Based Models:

Are based on the idea that language acquisition involves balancing multiple constraints. These
models consider factors such as syntax, semantics, phonology, and pragmatics, and attempt
to find the optimal linguistic representations that satisfy these constraints.

5. Emergentist Models:

Assume that language acquisition is an emergent phenomenon resulting from the interaction
of multiple cognitive and environmental factors. These models emphasize the role of
experience and context in L2 learning.
6. Computational Linguistic Models:

Use formal grammatical frameworks, such as generative grammar or phrase structure

grammar, to represent and simulate the linguistic structures in L2.

7. Cognitive Architectural Models:

Integrate L2 acquisition within a broader cognitive framework, such as connectionism or

symbolic processing.

8. Biological and Neurobiological Models:

Focus on the neural and biological aspects of L2 acquisition, attempting to understand how the
brain processes and acquires a second language.
It's important to note that no single computational model fully captures the complexity of L2
acquisition, and researchers often combine elements from different models to gain a more
comprehensive understanding of the process. Additionally, L2 acquisition is influenced by various
individual and contextual factors, making it a multifaceted area of study.
 Thanks!
CREDITS: This presentation template was created by Slidesgo,
including icons by Flaticon and infographics & images by Freepik

Please keep this slide for attribution

 References:
Adjemian, C. (1976). ON THE NATURE OF INTERLANGUAGE SYSTEMS. Language Learning, 26(2), 297–320. doi:10.1111/j.1467-
1770.1976.tb00279.x
Behaviorism (Stanford Encyclopedia of Philosophy). (2023, 13 enero). https://plato.stanford.edu/entries/behaviorism/
Behaviorism. (2023, 2 September). Learn-U. https://learn-u.com/lesson/behaviorism/
Baxter, S., Clause, C. & Chapel, L. (2022). Noam Chomsky’s language theory. https://study.com/learn/lesson/noam-chomskys-
language-theory-overview-explanation-
examples.html#:~:text=Chomsky’s%20theory%20of%20language%20acquisition%20argues%20that%20human%20brain%20str
uctures,as%20humans%20grow%20and%20develop.
Ellis, R. (2003) [book chapter about interlanguage]
I love language (2022). The mentalism theory of language learning. https://www.ilovelanguages.com/the-mentalism-theory-of-
language-learning/
Long, M. H. (1996). "The Role of Linguistic Environment in Second Language Acquisition." In W. C. Ritchie & T. K. Bhatia (Eds.),
Handbook of Second Language Acquisition (pp. 413-468). Academic Press.
Mcleod, S., PhD. (2023). Behaviorist Approach to Psychology: Definition, history, Concepts, and impact. Simply Psychology.
https://www.simplypsychology.org/behaviorism.html
McClelland, J. L., & Patterson, K. (2002). "Rules or Connections in Past-Tense Inflections: What Does the Evidence Rule Out?" Trends in
Cognitive Sciences, 6(11), 465-472. https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(02)01993-
9?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS1364661302019939%3Fshowall%3Dtrue
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). "Statistical Learning by 8-Month-Old Infants." Science, 274(5294),
1926-1928. https://www.science.org/doi/10.1126/science.274.5294.1926
Truscott, J. (1996). "The Case against Grammar Correction in L2 Writing Classes." Language Learning, 46(2), 327-369.
https://sci-hub.se/https://www.sciencedirect.com/science/article/abs/pii/S1060374399801246?via%3Dihub