Error correction has risen to prominence as a key teaching tool in foreign language learning. However, few teachers thoroughly understand error analysis and related concepts. Due to teachers’ generally negative perception of mistakes, the probability of various inaccuracies improving is low. As a result, even in cases of high-quality work produced by teachers, their efforts remain ineffective, while the students are not as productive. On the other hand, students often lack motivation due to their teachers having difficulties resolving faults. This paper, therefore, argues that a theoretical foundation for interlanguage error analysis is essential in classroom second linguistic acquisition (SLA) since error treatment has tremendous significance.
Yun, W. A. N. G. (2020). Interlanguage and its implications in college English teaching and learning. Studies in Literature and Language, 21(2), 60-63.
This article by Yun (2020) focuses on interlanguage and its role in teaching and learning English in college classrooms. Using interlanguage as a lens, the author argues that second language acquisition may be better understood since it reveals the laws that govern it and illuminates the practice of teaching a foreign language. The author contends that the interlanguage’s permeability, systematicity, fossilization, and variability are the fundamental qualities influencing the treatment of errors. According to Yun (2020), there are four distinct stages of interlanguage growth: the random mistake stage, the merge stage, and the systematic stage.
By researching how interlanguage works, this article notes valuable ideas for college English teachers who want to pique their students’ interest in studying another language while also helping them enhance their English-language skills. In the author’s view, students’ mistakes signify their progress toward mastery of a subject. In this developing process, errors act to expose language learners’ growth stages evidently. It is an essential aspect of this process and the manifestation of second language knowledge’s internalization.
Wang, Y. (2021) Attach importance to the role of interlanguage in foreign language learning. International Conference on Society Science.
In his work, Wang (2021) emphasizes the relevance of interlanguage in studying foreign languages. The author argues that since the global economy has grown, the necessity to become fluent in a second language has significantly increased. Evidently, a good command of a foreign language can help one have a successful career and provide an advantage in the workplace. Every foreign language student must cross the interlanguage bridge between their original and target languages as part of their language practice. Change, system, imperfection, and originality are all qualities of interlanguage that are not necessarily found in the target language. Foreign language learning generally includes a number of frequent mistakes, such as the inability to implement foreign language learning concepts properly, the lack of a suitable foreign language learning environment, and the development of interlanguage. The article considers unsatisfactory elements of interlanguage development, including the concepts of language transfer, overgeneralization of target language rules, and communication strategies. From the author’s point of view, the best way to avoid such faults is by utilizing effective language input, increasing interlanguage’s positive impact on students, and turning students’ blunders into instructional tools.
Ideally, Wang believes that foreign languages have enormously impacted people’s lives as a means of international communication. Therefore, learning a foreign language requires more studying, practice, and repetition than mastering a certain skill. When learning a new foreign language, the user’s original language influences how the language is spoken. Foreign language proficiency and adaptability are challenging to achieve because of the language’s deeply embedded grammatical structures. The author’s ideas on handling errors caused by interlanguage and SLA are critical to success in teaching and learning for teachers and students. Foreign language learners use interlanguage as a dynamic system for learning target language rule sets, which is conducive to a better comprehension of the target language and a critical component for foreign language learning. Hence, this approach to teaching foreign languages should be utilized thoroughly to assist students in learning the correct way to analyze errors and, therefore, maximize their learning experience.
Yang, Q., & Xu, Y. (2019). English Teaching Reform in Local Undergraduate Colleges Based on Interlanguage Fossilization. Theory and Practice in Language Studies, 9(3), 313-318.
According to Yang et al. (2019), interlanguage fossilization is critical in China’s increasing number of students learning a foreign language. The author quotes a poll that identified four key concerns with teaching English at community colleges for undergraduates: the linguistic environment, instructional methods, exam style, and teacher-student interaction. The article explains the concept of interlanguage fossilization as an interlanguage phenomenon with characteristics such as classification, underlying causes, and primary measures for language instructing adjustment in local undergraduate institutions. The author lists the reform measures as follows: create a positive learning atmosphere, emphasize the importance of strategy in the classroom, develop new teaching concepts and models, and high-quality materials for teachers to utilize.
With an ever-increasing student body, college-level English courses have become increasingly popular. There are, however, four primary issues with SLA that this essay clearly outlines. Teaching philosophy is outdated, the teacher-student ratio is too high, and poor test-oriented teaching is only a few of the issues that need to be addressed to improve education quality. Interlanguage petrochemistry theory can be used in the future by English teachers in local undergraduate colleges to combine the realities of English teaching with student learning characteristics. Additionally, they can utilize new educating methods, modify teaching processes, modernize the material, optimize curriculum settings, and significantly refine teaching activities.
Al-Sobhi, B. M. S. (2019). The nitty-gritty of language learners’ errors–Contrastive analysis, error analysis, and interlanguage. International Journal of Education and Literacy Studies, 7(3), 49-60.
Several techniques of second language acquisition are investigated by Al-Sobhi (2019) in his paper. As an introduction to contrastive analysis, it provides an overview of the development of the methodology from its inception through its replacement by alternative methods, such as error analysis and interlanguage. An extensive theoretical examination of error analysis’ definitions, goals, relevance, development, causes, and methodologies is also included in the paper. Discussion of SLA methodologies ends with an examination of interlanguage, which asserts that language learners develop traits distinct from their native tongue and the target language they intend to acquire.
According to the author, errors are normal and part of human nature. Apart from that, the author highlights the tendency of error frequency to decrease in the process of a student acquiring new skills and becoming more experienced in knowledge application. There are four distinct stages of a learner’s blunders; he explains them: systematic, emergent, systematic, and post systematically. It is common for learners to make mistakes in the target language since they are unfamiliar with the rules. As a result, one makes educated predictions as to what they should write. There are some rules that the learner has acquired but are unable to correct their faults. The learner can identify and improve mistakes in the third stage to recognize and understand the rule. Finally, students may rectify themselves without the assistance of others.
Errors are a natural component of human conduct; at the same time, they can eventually be minimized with constant effort. SLA errors are critical because they represent a learner’s knowledge of a foreign language. Students who make the same mistakes repeatedly can be prevented from persisting with such inaccuracies through a teacher who is aware of their habits. The teacher’s ability to recognize and correct their own mistakes is critical to the lesson’s productivity and success.
In the early stages of its development, error analysis is coupled with a rich and complex psycholinguistic picture of the learner. To be an effective EFL teacher, one must be aware of the latest developments in interlanguage and mistake analysis, as well as the theories that underpin them. Students’ psychological processes in language learning need to be explored by teachers to understand their mistakes better. Teachers can provide timely guidance and assistance to students based on their study of the primary reasons for their mistakes. In addition, language teachers should consider the teaching objectives, the students’ linguistic competency, their emotional variables, and the efficiency of the error correction when focusing on error correction in their classrooms. As a result, teachers will use a broader range of teaching and learning tactics in the EFL classroom.
References
Al-Sobhi, B. M. S. (2019). The nitty-gritty of language learners’ errors–Contrastive analysis, error analysis, and interlanguage. International Journal of Education and Literacy Studies, 7(3), 49-60. Web.
Wang, Y. (2021). Attach importance to the role of interlanguage in foreign language learning. International Conference on Society Science.
Yang, Q., & Xu, Y. (2019). English teaching reform in local undergraduate colleges based on interlanguage fossilization. Theory and Practice in Language Studies, 9(3), 313-318. Web.
Yun, W. A. N. G. (2020). Interlanguage and its implications in college English teaching and learning. Studies in Literature and Language, 21(2), 60-63. Web.