Interlanguage

a. What is Interlanguage, and who introduced this concept?

• Selinker (1972); it's the language of L2 learners, independent of both L1 and L2.

• Chomsky (1972); it's the language of L2 learners, independent of both L1 and L2.

• Selinker (1972); it's the language of L2 learners

• all of them are correct

Explain the creative process involved in L2 learning according to the text.

• Learners consciously form a system by testing hypotheses about the target language using various knowledge resources.

• Learners consciously form a system

• Learners consciously form a system by testing hypotheses

• Learners consciously form a system by testing hypotheses about language

Define Interlanguage in relation to the native language and the target language.

• It represents a structurally intermediate system

• It represents a structurally intermediate system between the native language and other languages

• It represents a structurally intermediate system between the native language and the target language.

Summarize the characteristics of the "Random errors stage" in interlanguage development.

• Learners gain consistency in linguistic production, internalizing rules, though not necessarily correct.

• Learners demonstrate more consistency and can correct errors when pointed out.

• Fluency and intended meanings become less problematic, but the language may fossilize.

• Learners are vaguely aware of systematic order but make random errors.

What happens during the "Emergent stage" of interlanguage?

• Learners gain consistency in linguistic production, internalizing rules, though not necessarily correct.

• Learners demonstrate more consistency and can correct errors when pointed out.

• Fluency and intended meanings become less problematic, but the language may fossilize.

• Learners are vaguely aware of systematic order but make random errors.

Describe the features of the "Systematic stage" in interlanguage development.

• Learners gain consistency in linguistic production, internalizing rules, though not necessarily correct.

• Learners demonstrate more consistency and can correct errors when pointed out.

• Fluency and intended meanings become less problematic, but the language may fossilize.

• Learners are vaguely aware of systematic order but make random errors.

Explain the characteristics of the "Stabilization stage" in interlanguage.

• Learners gain consistency in linguistic production, internalizing rules, though not necessarily correct.

• Learners demonstrate more consistency and can correct errors when pointed out.

• Fluency and intended meanings become less problematic, but the language may fossilize.

• Learners are vaguely aware of systematic order but make random errors.

List the premises underlying interlanguage theory according to the text.

• Construction of abstract linguistic rules, permeable and incomplete grammar, transitional and variable competence, involvement of cognitive learning strategies, influence of communication strategies, and potential fossilization.

• Construction of abstract linguistic rules, permeable and incomplete grammar, transitional and variable competence, involvement of cognitive learning strategies, influence of communication strategies

• Construction of abstract linguistic rules, permeable and incomplete grammar, transitional and variable competence, involvement of cognitive learning strategies, , and potential fossilization.

• Construction of abstract linguistic rules, permeable and incomplete grammar, transitional and variable competence, influence of communication strategies, and potential fossilization.

How does interlanguage development reflect cognitive learning strategies?

• Through L1 transfer, simplification, and armonisation

• Through L1 transfer, simplification, and fossilisation

• Through L1 transfer, simplification, and overgeneralization

• Through L1 transfer, simplification, and over

Explain the recommended approach to syllabus organization based on interlanguage theory.

• Communication-focused syllabus, leaving grammar learning to the learner.

• Communication-focused syllabus

• Habit formation syllabus

• Teacher-centred syllabus