1. PSYCHOLINGUISTIC ASPECTS OF
INTERLANGUAGE
Second Language Acquisition
By Rod Ellis
Chapter 6: Psycholinguistic aspects of interlanguage
Page 51 - 61
Yayuk Fitriani 2201410004
Rega Giyang Girana Z 2201410088
Annisa Mustikanthi 2201410094

2. L1 TRANSFER
L1 transfer refers to the influence that the
learner’s L1 exerts over the acquisition of an L2.
 The learner’s L1 is one of the sources of error in learner
language (negative transfer)
 The learner’s L1 can facilitate L2 acquisition (positive
transfer)

3. Errors were largely the result of interference
(another term for negative transfer) in the
heyday of behaviourism.

4. Behaviourist theories led to two developments:
 Some theorist, espousing strong mentalist accounts of L2
acquisition, sought to play down the role of the L1.
 Reconceptualize transfer within a cognitive framework.

5. Transfer errors do not always occur when they
are predicted to occur. Differences between the
target and native language do not always result in
learning difficulty.

6. According to Eric Kellerman, learners
treat some linguistic features as potentially
transferable and non-transferable.
Kellerman found that advanced Dutch
learners of English had clear perceptions
about which meanings of ‘breken’ (‘break’)
were basic in their L1 .

7. He also found that they were prepared to translate a
sentence like:
Hij brak zijin been. (He broke his leg.)
directly into English, using ‘broke’ for ‘brak’ but
were not prepared to give a direct translation of a
sentence like:
Het ondergrondse verset werd gebroken.
(the underground resistance was broken.)

8. Other researchers have found that the transfer of some
L1 grammatical features is tied to the learners of English.

9. When language transfer takes place there is usually
no loss of L1 knowledge. This obvious fact has led to the
suggestion that a better term for referring to the effects of
the L1 might be ‘cross-linguistic influence.’

10. THE ROLE OF CONSCIOUSNESS IN L2 ACQUISITION
Adults seem to have work hard and to study the
language consciously in order to succeed when they
acquire L2. in contrast, children seem to do so without
conscious effort when they acquire their L1.

11. TWO OPPOSING POSITION CAN BE IDENTIFIED.
Stephen Krashen has argued the need to distinguish
‘acquired’ L2 knowledge (i.e. implicite knowledge of
language) and ‘learned’ L2 knowledge (i.e. explicit
knowledge about language).

12. Richard Schmidt has poinyed out that the term
‘consciousness’ is often used very loosely in SLA and
argues that there is a need to standardize the concept
that underlie its use.
For example, he distinguihes between
consciousness as ‘intentionality’ and consciousness as
‘attantion’.

13. ‘Intentionality’ that refers to whether a learner makes
an conscious and deliberate decition to learn some L2
knowledge.
He failed to recognize that ‘incidental’
acquisition might in fact still involving some degree of
conscious ‘attention’ to input. In the other words, learning
incidentally is not the same as learning without conscious
attention.

14. Irrespective of whether learners learn implicitly or
explicitly, it is widely accepted that they can acquire
different kind of knowledge.
Explicit knowledge may help learners to move from
intake to acquisition by helping to notice the gap between
what they have observed in the input and the current
state of their interlanguage as manifested in their own
output.

15. Another way of identifying the processes responsible
for interlanguage development is to deduce the
operations that learners perform from a close inspection
of their output. We shall examine two of them here;
operating prinsiples and processing constrains.

16. OPERATING PRINCIPLES
Operating principles is the study of the L1
acquisition of many different language has led to
the identification of a number of general strategies
which children use to extract and segment linguistic
information from the language they hear.

17. PROCESSING CONSTRAINS
Processing constrains sought to account for
both why learners acquire the grammar of a
language in a definite order and also why some
learners only develop very simple interlanguage
grammar.

18. Later they develop the
‘initialization/finalization strategy’
Later they Later, learners achieve
which enables them to move
develop thethe end of a
elements at access to the ‘subordinate
‘initialization/finalization and
structure to the beginning clause strategy’, which
strategy’ which enables them
vice versa but prevents
moving elements within a premits movement of
them to move elements at
structure. elements within main
the end of a structure to the clauses but blocks them in
beginning and vice versa subordinate clauses.
but prevents them moving Later, learners achieve access to
the ‘subordinate clause strategy’,
elements within a structure.
which premits movement of
elements within main clauses but
blocks them in subordinate
clauses.

19. COMMUNICATION STRATEGIES
Communication
strategies
When learners experience some kind of
problem with an initial plan which prevents them
Communication strategies
from executing it. They can either abandon the
initial plan and develop an entirely different one by
When learners experience some kind of problem with an initial plan which
prevents them from executing it. They can either abandon maintain
means of a reducation strategy or try to the initial plan and
develop an entirely different one by means of a reducation strategy or try to
maintainoriginal communicative goal by adopting some kind of
their their original communicative goal by adopting some
achievement strategy.
kind of achievement strategy.

20. TWO TYPES OF COMPUTATIONAL MODEL
Two types of
computational model
 Serial processing
That is, imformation is processed in a series of
serial processing
sequential step and results in the representation of
what has been learned as some kind of ‘rule’ or
‘strategy’.
That is, imformation is processed in a series of sequential step and
results in the representation of what has been learned as some kind
of ‘rule’ or ‘strategy’.

21. PARALLEL DISTRIBUTED PROCESSING
Thisparallel distributed
credits the learner with the ability to perform a
processing
number of mental tasks at the same thing. Models
based on paralled distributed processing reject the whole
This credits the learner with the ability to perform a number of
notion of ‘rule’. the same thing. Models based on paralled
mental tasks at
distributed processing reject the whole notion of ‘rule’.

22. Thank you