<TitleType>01</TitleType> <TitleText textformat="02">Interlanguage</TitleText> <Subtitle textformat="02">Forty years later</Subtitle>

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422011241 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 39 Eb 15 9789027270498 06 10.1075/lllt.39 13 2013050659 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 39 <TitleType>01</TitleType> <TitleText textformat="02">Interlanguage</TitleText> <Subtitle textformat="02">Forty years later</Subtitle> 01 lllt.39 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.39 1 B01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han Columbia University 2 B01 Elaine Tarone Tarone, Elaine Elaine Tarone University of Minnesota 01 eng 263 vii 255 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Few works in the field of second language acquisition (SLA) can endure multiple reads, but Selinker's (1972) "Interlanguage" is a clear exception. Written at the inception of the field, this paper delineates a disciplinary scope; asks penetrating questions; advances daring hypotheses; and proposes a first-ever conceptual and empirical framework that continues to stimulate SLA research. Sparked by a heightened interest in this founding text on its 40th anniversary, 10 leaders in their respective fields of SLA research collectively examine extrapolations of the seminal text for the past, the present, and the future of SLA research. This book offers a rare resource for novices and experts alike in and beyond the field of SLA. 05 Interlanguage: Forty Years Later is a valuable and important book for SLA scholars and graduate students because it puts us in touch with our history and because it provides state-of-the-art accounts of the most basic issues within our discipline, which were first raised by Selinker in the beginning. H.D. Adamson, University of Arizona, in Studies in Second Language Acquisition", Volume 37:1 (2014) 04 09 01 https://benjamins.com/covers/475/lllt.39.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213198.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213198.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.39.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.39.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.39.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.39.hb.png 10 01 JB code lllt.39.prelim i iv 4 Prelim pages -1 <TitleType>01</TitleType> <TitleText textformat="02">Prelim pages</TitleText> 10 01 JB code lllt.39.toc v vi 2 Table of contents 0 <TitleType>01</TitleType> <TitleText textformat="02">Table of contents</TitleText> 10 01 JB code lllt.39.ack vii viii 2 Acknowledgments 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code lllt.39.02int 1 6 6 Introduction 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han 2 A01 Elaine Tarone Tarone, Elaine Elaine Tarone 10 01 JB code lllt.39.03ch1 7 26 20 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. Enduring questions from the Interlanguage Hypothesis</TitleText> 1 A01 Elaine Tarone Tarone, Elaine Elaine Tarone University of Minnesota 01 This chapter claims that the Interlanguage Hypothesis is best understood, not as a theory of second language acquisition (SLA), but as a set of questions that motivate divergent answers and research programs. Selinker’s (1972) basic question is whether there is a linguistic system that underlies the output of second language learners. Related questions that continue to stimulate research focus on: the relationship between first and second language acquisition, whether and how the linguistic systems formed in SLA fossilize, and whether and how learners’ interlanguage use varies in different social situations. The chapter also considers related questions not addressed in Selinker (1972): the impact of alphabetic print literacy on interlanguage development, and whether interlanguages are features of speech communities. 10 01 JB code lllt.39.04ch2 27 46 20 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Rediscovering prediction</TitleText> 1 A01 Terence Odlin Odlin, Terence Terence Odlin Ohio State University 01 This chapter focuses on predictions involving language transfer, which are among the predictions that Selinker (1972) regarded as feasible. Recent studies (e.g., Jarvis 2002) show results that make plausible some predictions for novel SLA contexts (e.g., “Speakers of Finnish as a group will have a greater difficulty with the articles of Portuguese than will speakers of Swedish as a group”). Although predictions involving structures such as articles seem viable (along with some inferences about their significance for what Selinker called the Latent Psychological Structure), there are limits on predictability. Group tendencies often seem predictable but individual behavior much less so, particularly in light of three phenomena considered in the chapter: multilingualism, idiosyncrasy in IL forms, and idiosyncrasy in IL meanings. 10 01 JB code lllt.39.05ch3 47 74 28 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. From Julie to Wes to Alberto</TitleText> <Subtitle textformat="02">Revisiting the construct of fossilization</Subtitle> 1 A01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han Teachers College, Columbia University 01 This chapter revisits the construct of fossilization, the bedrock of Selinker’s (1972) Interlanguage Hypothesis. After reviewing the early conception of fossilization, I focus my discussion on intra-learner, and to a lesser extent, inter-learner differential success or failure, arguing that fossilization is selective, idiosyncratic, and contingent. I end the discussion by underscoring that the study of fossilization is less about revealing deviances from the presumed norm than about resolving a dual cognitive conflict, namely, why is it that in spite of propitious conditions, development is cut short in some areas? And why is the developmental interruption made most apparent when learners attempt self-expressions (i.e., meaning-based production) in the target language? 10 01 JB code lllt.39.06ch4 75 104 30 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. Interlanguage, transfer and fossilization</TitleText> <Subtitle textformat="02">Beyond second language acquisition</Subtitle> 1 A01 Silvina Montrul Montrul, Silvina Silvina Montrul University of Illinois at Urbana-Champaign 01 Selinker’s (1972) Interlanguage proposal lies at the heart of linguistic approaches to adult second language acquisition, especially subsumed under the theory of Universal Grammar. Much research in recent years has directly addressed the what, how, and why of transfer and fossilization, yet these are not unique to adult L2 learners, but can also be found in other bilingual situations. This chapter discusses first how the generative linguistics perspective has contributed to refining and clarifying Selinker’s idea, while the second part takes issue with Selinker’s characterization of bilingual varieties and illustrates transfer and fossilization in individual bilingualism more broadly defined. The chapter concludes with questions for future directions to pursue a deeper understanding of the interlanguage phenomenon beyond second language acquisition. 10 01 JB code lllt.39.07ch5 105 126 22 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. The limits of instruction</TitleText> <Subtitle textformat="02">40 years after “Interlanguage”</Subtitle> 1 A01 Bill VanPatten VanPatten, Bill Bill VanPatten Michigan State University 01 This chapter argues that Selinker’s (1972) claim that instruction does not significantly affect interlanguage development is essentially correct. Reviewing general research on instructed second language acquisition as well as some recent research of my own, I argue that instructed SLA to date has failed to consider underlying constraints and processes in interlanguage development. In addition, I argue that the fundamental problem in instructed SLA is its overall focus on the acquisition of “rules”; that is, rules are not acquired from the input. Instead, learners process morpho-phonological units in the speech stream and assemble language over time. Rules, if they exist, evolve; they cannot be the object of instruction or input processing. 10 01 JB code lllt.39.08ch6 127 146 20 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Documenting interlanguage development</TitleText> 1 A01 Kathleen Bardovi-Harlig Bardovi-Harlig, Kathleen Kathleen Bardovi-Harlig Indiana University at Bloomington 01 This chapter illustrates Selinker’s (1972) claim that interlanguage is a linguistic system in its own right by examining research in three different areas of L2 development: interlanguage temporality, L2 pragmatics, and conventional expressions. The chapter begins with a review of functional approaches to interlanguage analysis. It then reviews a longitudinal study of interlanguage temporality illustrating the development of form-meaning mappings as learners acquire temporal expression in L2 English. The importance of interlanguage development in the pragmatics of L2 learners is emphasized in the next section which demonstrates that the interpretation of learner forms in conversation is dependent on the inventory of available linguistic devices. The chapter closes by considering the role of interlanguage grammar in the production of formulaic expressions. 10 01 JB code lllt.39.09ch7 147 172 26 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. Methodological influences of “Interlanguage” (1972)</TitleText> <Subtitle textformat="02">Data then and data now</Subtitle> 1 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 2 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 01 This chapter examines the impact of Selinker’s claim that certain data were inappropriate for SLA research: grammaticality judgments and nonsense syllables. The field has gradually come to understand SLA through multiple data types, so that the current view is that data are not appropriate or inappropriate in a vacuum, but rather need to be understood in the context of the research questions asked. The chapter describes the data used in studies prior to 1972, and then focuses on grammaticality judgments and nonsense data, including artificial languages, in studies after 1972. Although both data types are common in current SLA research, Selinker problematized their use and made us consider what we can learn from data other than elicited speech. 10 01 JB code lllt.39.10ch8 173 202 30 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Trying out theories on interlanguage</TitleText> <Subtitle textformat="02">Description and explanation over 40 years of L2 negation research</Subtitle> 1 A01 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 01 This chapter examines the development of English negation through the diverse theoretical lenses that have been applied to this phenomenon over 40 years of interlanguage research. Depending on the theory, L2 learners are imagined to have different learning tasks: from traversing negation stages or adding negation strategies in a sequence, in the foundational years of the field, to learning from affordances experienced as contingent and structured by social practices, in recent usage-based theories. Each lens contributes theory-specific analytical tools and explanations that in turn can advance description by triangulation and falsification. The chapter closes with the identification of three pending issues: accounting for variation and context, disentangling crosslinguistic influences vis-à-vis universal patterns, and clarifying the ambivalent role of accuracy in development. 10 01 JB code lllt.39.11ch9 203 220 18 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Another step to be taken – Rethinking the end point of the interlanguage continuum</TitleText> 1 A01 Diane Larsen-Freeman Larsen-Freeman, Diane Diane Larsen-Freeman University of Michigan 01 Larry Selinker’s Interlanguage article has had a formative role in shaping the modern-day study of second language acquisition (SLA). This chapter begins by singling out several of Selinker’s contributions to the ontology of SLA. It goes on to claim that at this point in the evolution of the study of SLA another step needs to be taken, which is to reconsider the “endpoint” of the interlanguage continuum. Using a biological analogy, it argues that there is no endpoint for (inter-) language or its learning. Neither is extrinsically teleological. The question then becomes how to reconcile the non-extrinsic teleology of language and its learning with the normativity of teaching. The chapter concludes by suggesting ways that a reconciliation might be achieved. 10 01 JB code lllt.39.12ch10 221 246 26 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. Interlanguage 40 years on</TitleText> <Subtitle textformat="02">Three themes from here</Subtitle> 1 A01 Larry Selinker Selinker, Larry Larry Selinker New York University and Research Production Associates 01 This chapter pulls together 40 years of interlanguage study in terms of three interlinked themes: (1) historic roots, emphasizing ongoing questions/issues that needed interlanguage to be asked; (2) interlanguage as a system in its own right, centering on evidence for the systematic nature of interlanguage; (3) a suggested future centering on creation of a deep interlanguage semantics guided by not only learning from, but contributing to, an exponentially-changing computational world. The chapter concludes with a “peroration” addressed to current students and younger colleagues stressing development of “doubt” as a crucial skill – not being too quick to discard possible answers to core concepts and questioning whether we are training students adequately in the right skillsets for productive research. 10 01 JB code lllt.39.ni 247 252 6 Index 13 <TitleType>01</TitleType> <TitleText textformat="02">Name index</TitleText> 10 01 JB code lllt.39.si 253 256 4 Index 14 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140430 2014 John Benjamins B.V. 02 WORLD 13 15 9789027213198 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 99.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 83.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 149.00 USD S 01 05 Consumer price cons 00 54.00 USD S 30011240 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 39 Hb 15 9789027213198 13 2013050659 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 39 <TitleType>01</TitleType> <TitleText textformat="02">Interlanguage</TitleText> <Subtitle textformat="02">Forty years later</Subtitle> 01 lllt.39 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.39 1 B01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han Columbia University 2 B01 Elaine Tarone Tarone, Elaine Elaine Tarone University of Minnesota 01 eng 263 vii 255 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Few works in the field of second language acquisition (SLA) can endure multiple reads, but Selinker's (1972) "Interlanguage" is a clear exception. Written at the inception of the field, this paper delineates a disciplinary scope; asks penetrating questions; advances daring hypotheses; and proposes a first-ever conceptual and empirical framework that continues to stimulate SLA research. Sparked by a heightened interest in this founding text on its 40th anniversary, 10 leaders in their respective fields of SLA research collectively examine extrapolations of the seminal text for the past, the present, and the future of SLA research. This book offers a rare resource for novices and experts alike in and beyond the field of SLA. 05 Interlanguage: Forty Years Later is a valuable and important book for SLA scholars and graduate students because it puts us in touch with our history and because it provides state-of-the-art accounts of the most basic issues within our discipline, which were first raised by Selinker in the beginning. H.D. Adamson, University of Arizona, in Studies in Second Language Acquisition", Volume 37:1 (2014) 04 09 01 https://benjamins.com/covers/475/lllt.39.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213198.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213198.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.39.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.39.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.39.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.39.hb.png 10 01 JB code lllt.39.prelim i iv 4 Prelim pages -1 <TitleType>01</TitleType> <TitleText textformat="02">Prelim pages</TitleText> 10 01 JB code lllt.39.toc v vi 2 Table of contents 0 <TitleType>01</TitleType> <TitleText textformat="02">Table of contents</TitleText> 10 01 JB code lllt.39.ack vii viii 2 Acknowledgments 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code lllt.39.02int 1 6 6 Introduction 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han 2 A01 Elaine Tarone Tarone, Elaine Elaine Tarone 10 01 JB code lllt.39.03ch1 7 26 20 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. Enduring questions from the Interlanguage Hypothesis</TitleText> 1 A01 Elaine Tarone Tarone, Elaine Elaine Tarone University of Minnesota 01 This chapter claims that the Interlanguage Hypothesis is best understood, not as a theory of second language acquisition (SLA), but as a set of questions that motivate divergent answers and research programs. Selinker’s (1972) basic question is whether there is a linguistic system that underlies the output of second language learners. Related questions that continue to stimulate research focus on: the relationship between first and second language acquisition, whether and how the linguistic systems formed in SLA fossilize, and whether and how learners’ interlanguage use varies in different social situations. The chapter also considers related questions not addressed in Selinker (1972): the impact of alphabetic print literacy on interlanguage development, and whether interlanguages are features of speech communities. 10 01 JB code lllt.39.04ch2 27 46 20 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Rediscovering prediction</TitleText> 1 A01 Terence Odlin Odlin, Terence Terence Odlin Ohio State University 01 This chapter focuses on predictions involving language transfer, which are among the predictions that Selinker (1972) regarded as feasible. Recent studies (e.g., Jarvis 2002) show results that make plausible some predictions for novel SLA contexts (e.g., “Speakers of Finnish as a group will have a greater difficulty with the articles of Portuguese than will speakers of Swedish as a group”). Although predictions involving structures such as articles seem viable (along with some inferences about their significance for what Selinker called the Latent Psychological Structure), there are limits on predictability. Group tendencies often seem predictable but individual behavior much less so, particularly in light of three phenomena considered in the chapter: multilingualism, idiosyncrasy in IL forms, and idiosyncrasy in IL meanings. 10 01 JB code lllt.39.05ch3 47 74 28 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. From Julie to Wes to Alberto</TitleText> <Subtitle textformat="02">Revisiting the construct of fossilization</Subtitle> 1 A01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han Teachers College, Columbia University 01 This chapter revisits the construct of fossilization, the bedrock of Selinker’s (1972) Interlanguage Hypothesis. After reviewing the early conception of fossilization, I focus my discussion on intra-learner, and to a lesser extent, inter-learner differential success or failure, arguing that fossilization is selective, idiosyncratic, and contingent. I end the discussion by underscoring that the study of fossilization is less about revealing deviances from the presumed norm than about resolving a dual cognitive conflict, namely, why is it that in spite of propitious conditions, development is cut short in some areas? And why is the developmental interruption made most apparent when learners attempt self-expressions (i.e., meaning-based production) in the target language? 10 01 JB code lllt.39.06ch4 75 104 30 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. Interlanguage, transfer and fossilization</TitleText> <Subtitle textformat="02">Beyond second language acquisition</Subtitle> 1 A01 Silvina Montrul Montrul, Silvina Silvina Montrul University of Illinois at Urbana-Champaign 01 Selinker’s (1972) Interlanguage proposal lies at the heart of linguistic approaches to adult second language acquisition, especially subsumed under the theory of Universal Grammar. Much research in recent years has directly addressed the what, how, and why of transfer and fossilization, yet these are not unique to adult L2 learners, but can also be found in other bilingual situations. This chapter discusses first how the generative linguistics perspective has contributed to refining and clarifying Selinker’s idea, while the second part takes issue with Selinker’s characterization of bilingual varieties and illustrates transfer and fossilization in individual bilingualism more broadly defined. The chapter concludes with questions for future directions to pursue a deeper understanding of the interlanguage phenomenon beyond second language acquisition. 10 01 JB code lllt.39.07ch5 105 126 22 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. The limits of instruction</TitleText> <Subtitle textformat="02">40 years after “Interlanguage”</Subtitle> 1 A01 Bill VanPatten VanPatten, Bill Bill VanPatten Michigan State University 01 This chapter argues that Selinker’s (1972) claim that instruction does not significantly affect interlanguage development is essentially correct. Reviewing general research on instructed second language acquisition as well as some recent research of my own, I argue that instructed SLA to date has failed to consider underlying constraints and processes in interlanguage development. In addition, I argue that the fundamental problem in instructed SLA is its overall focus on the acquisition of “rules”; that is, rules are not acquired from the input. Instead, learners process morpho-phonological units in the speech stream and assemble language over time. Rules, if they exist, evolve; they cannot be the object of instruction or input processing. 10 01 JB code lllt.39.08ch6 127 146 20 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Documenting interlanguage development</TitleText> 1 A01 Kathleen Bardovi-Harlig Bardovi-Harlig, Kathleen Kathleen Bardovi-Harlig Indiana University at Bloomington 01 This chapter illustrates Selinker’s (1972) claim that interlanguage is a linguistic system in its own right by examining research in three different areas of L2 development: interlanguage temporality, L2 pragmatics, and conventional expressions. The chapter begins with a review of functional approaches to interlanguage analysis. It then reviews a longitudinal study of interlanguage temporality illustrating the development of form-meaning mappings as learners acquire temporal expression in L2 English. The importance of interlanguage development in the pragmatics of L2 learners is emphasized in the next section which demonstrates that the interpretation of learner forms in conversation is dependent on the inventory of available linguistic devices. The chapter closes by considering the role of interlanguage grammar in the production of formulaic expressions. 10 01 JB code lllt.39.09ch7 147 172 26 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. Methodological influences of “Interlanguage” (1972)</TitleText> <Subtitle textformat="02">Data then and data now</Subtitle> 1 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 2 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 01 This chapter examines the impact of Selinker’s claim that certain data were inappropriate for SLA research: grammaticality judgments and nonsense syllables. The field has gradually come to understand SLA through multiple data types, so that the current view is that data are not appropriate or inappropriate in a vacuum, but rather need to be understood in the context of the research questions asked. The chapter describes the data used in studies prior to 1972, and then focuses on grammaticality judgments and nonsense data, including artificial languages, in studies after 1972. Although both data types are common in current SLA research, Selinker problematized their use and made us consider what we can learn from data other than elicited speech. 10 01 JB code lllt.39.10ch8 173 202 30 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Trying out theories on interlanguage</TitleText> <Subtitle textformat="02">Description and explanation over 40 years of L2 negation research</Subtitle> 1 A01 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 01 This chapter examines the development of English negation through the diverse theoretical lenses that have been applied to this phenomenon over 40 years of interlanguage research. Depending on the theory, L2 learners are imagined to have different learning tasks: from traversing negation stages or adding negation strategies in a sequence, in the foundational years of the field, to learning from affordances experienced as contingent and structured by social practices, in recent usage-based theories. Each lens contributes theory-specific analytical tools and explanations that in turn can advance description by triangulation and falsification. The chapter closes with the identification of three pending issues: accounting for variation and context, disentangling crosslinguistic influences vis-à-vis universal patterns, and clarifying the ambivalent role of accuracy in development. 10 01 JB code lllt.39.11ch9 203 220 18 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Another step to be taken – Rethinking the end point of the interlanguage continuum</TitleText> 1 A01 Diane Larsen-Freeman Larsen-Freeman, Diane Diane Larsen-Freeman University of Michigan 01 Larry Selinker’s Interlanguage article has had a formative role in shaping the modern-day study of second language acquisition (SLA). This chapter begins by singling out several of Selinker’s contributions to the ontology of SLA. It goes on to claim that at this point in the evolution of the study of SLA another step needs to be taken, which is to reconsider the “endpoint” of the interlanguage continuum. Using a biological analogy, it argues that there is no endpoint for (inter-) language or its learning. Neither is extrinsically teleological. The question then becomes how to reconcile the non-extrinsic teleology of language and its learning with the normativity of teaching. The chapter concludes by suggesting ways that a reconciliation might be achieved. 10 01 JB code lllt.39.12ch10 221 246 26 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. Interlanguage 40 years on</TitleText> <Subtitle textformat="02">Three themes from here</Subtitle> 1 A01 Larry Selinker Selinker, Larry Larry Selinker New York University and Research Production Associates 01 This chapter pulls together 40 years of interlanguage study in terms of three interlinked themes: (1) historic roots, emphasizing ongoing questions/issues that needed interlanguage to be asked; (2) interlanguage as a system in its own right, centering on evidence for the systematic nature of interlanguage; (3) a suggested future centering on creation of a deep interlanguage semantics guided by not only learning from, but contributing to, an exponentially-changing computational world. The chapter concludes with a “peroration” addressed to current students and younger colleagues stressing development of “doubt” as a crucial skill – not being too quick to discard possible answers to core concepts and questioning whether we are training students adequately in the right skillsets for productive research. 10 01 JB code lllt.39.ni 247 252 6 Index 13 <TitleType>01</TitleType> <TitleText textformat="02">Name index</TitleText> 10 01 JB code lllt.39.si 253 256 4 Index 14 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140430 2014 John Benjamins B.V. 02 WORLD 08 620 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 14 18 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 18 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 18 01 gen 02 JB 1 00 149.00 USD 220011242 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 39 Pb 15 9789027213204 13 2013050659 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 39 <TitleType>01</TitleType> <TitleText textformat="02">Interlanguage</TitleText> <Subtitle textformat="02">Forty years later</Subtitle> 01 lllt.39 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.39 1 B01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han Columbia University 2 B01 Elaine Tarone Tarone, Elaine Elaine Tarone University of Minnesota 01 eng 263 vii 255 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 06 01 Few works in the field of second language acquisition (SLA) can endure multiple reads, but Selinker's (1972) "Interlanguage" is a clear exception. Written at the inception of the field, this paper delineates a disciplinary scope; asks penetrating questions; advances daring hypotheses; and proposes a first-ever conceptual and empirical framework that continues to stimulate SLA research. Sparked by a heightened interest in this founding text on its 40th anniversary, 10 leaders in their respective fields of SLA research collectively examine extrapolations of the seminal text for the past, the present, and the future of SLA research. This book offers a rare resource for novices and experts alike in and beyond the field of SLA. 05 Interlanguage: Forty Years Later is a valuable and important book for SLA scholars and graduate students because it puts us in touch with our history and because it provides state-of-the-art accounts of the most basic issues within our discipline, which were first raised by Selinker in the beginning. H.D. Adamson, University of Arizona, in Studies in Second Language Acquisition", Volume 37:1 (2014) 04 09 01 https://benjamins.com/covers/475/lllt.39.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213198.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213198.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.39.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.39.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.39.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.39.pb.png 10 01 JB code lllt.39.prelim i iv 4 Prelim pages -1 <TitleType>01</TitleType> <TitleText textformat="02">Prelim pages</TitleText> 10 01 JB code lllt.39.toc v vi 2 Table of contents 0 <TitleType>01</TitleType> <TitleText textformat="02">Table of contents</TitleText> 10 01 JB code lllt.39.ack vii viii 2 Acknowledgments 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code lllt.39.02int 1 6 6 Introduction 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han 2 A01 Elaine Tarone Tarone, Elaine Elaine Tarone 10 01 JB code lllt.39.03ch1 7 26 20 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. Enduring questions from the Interlanguage Hypothesis</TitleText> 1 A01 Elaine Tarone Tarone, Elaine Elaine Tarone University of Minnesota 01 This chapter claims that the Interlanguage Hypothesis is best understood, not as a theory of second language acquisition (SLA), but as a set of questions that motivate divergent answers and research programs. Selinker’s (1972) basic question is whether there is a linguistic system that underlies the output of second language learners. Related questions that continue to stimulate research focus on: the relationship between first and second language acquisition, whether and how the linguistic systems formed in SLA fossilize, and whether and how learners’ interlanguage use varies in different social situations. The chapter also considers related questions not addressed in Selinker (1972): the impact of alphabetic print literacy on interlanguage development, and whether interlanguages are features of speech communities. 10 01 JB code lllt.39.04ch2 27 46 20 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Rediscovering prediction</TitleText> 1 A01 Terence Odlin Odlin, Terence Terence Odlin Ohio State University 01 This chapter focuses on predictions involving language transfer, which are among the predictions that Selinker (1972) regarded as feasible. Recent studies (e.g., Jarvis 2002) show results that make plausible some predictions for novel SLA contexts (e.g., “Speakers of Finnish as a group will have a greater difficulty with the articles of Portuguese than will speakers of Swedish as a group”). Although predictions involving structures such as articles seem viable (along with some inferences about their significance for what Selinker called the Latent Psychological Structure), there are limits on predictability. Group tendencies often seem predictable but individual behavior much less so, particularly in light of three phenomena considered in the chapter: multilingualism, idiosyncrasy in IL forms, and idiosyncrasy in IL meanings. 10 01 JB code lllt.39.05ch3 47 74 28 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. From Julie to Wes to Alberto</TitleText> <Subtitle textformat="02">Revisiting the construct of fossilization</Subtitle> 1 A01 ZhaoHong Han Han, ZhaoHong ZhaoHong Han Teachers College, Columbia University 01 This chapter revisits the construct of fossilization, the bedrock of Selinker’s (1972) Interlanguage Hypothesis. After reviewing the early conception of fossilization, I focus my discussion on intra-learner, and to a lesser extent, inter-learner differential success or failure, arguing that fossilization is selective, idiosyncratic, and contingent. I end the discussion by underscoring that the study of fossilization is less about revealing deviances from the presumed norm than about resolving a dual cognitive conflict, namely, why is it that in spite of propitious conditions, development is cut short in some areas? And why is the developmental interruption made most apparent when learners attempt self-expressions (i.e., meaning-based production) in the target language? 10 01 JB code lllt.39.06ch4 75 104 30 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. Interlanguage, transfer and fossilization</TitleText> <Subtitle textformat="02">Beyond second language acquisition</Subtitle> 1 A01 Silvina Montrul Montrul, Silvina Silvina Montrul University of Illinois at Urbana-Champaign 01 Selinker’s (1972) Interlanguage proposal lies at the heart of linguistic approaches to adult second language acquisition, especially subsumed under the theory of Universal Grammar. Much research in recent years has directly addressed the what, how, and why of transfer and fossilization, yet these are not unique to adult L2 learners, but can also be found in other bilingual situations. This chapter discusses first how the generative linguistics perspective has contributed to refining and clarifying Selinker’s idea, while the second part takes issue with Selinker’s characterization of bilingual varieties and illustrates transfer and fossilization in individual bilingualism more broadly defined. The chapter concludes with questions for future directions to pursue a deeper understanding of the interlanguage phenomenon beyond second language acquisition. 10 01 JB code lllt.39.07ch5 105 126 22 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. The limits of instruction</TitleText> <Subtitle textformat="02">40 years after “Interlanguage”</Subtitle> 1 A01 Bill VanPatten VanPatten, Bill Bill VanPatten Michigan State University 01 This chapter argues that Selinker’s (1972) claim that instruction does not significantly affect interlanguage development is essentially correct. Reviewing general research on instructed second language acquisition as well as some recent research of my own, I argue that instructed SLA to date has failed to consider underlying constraints and processes in interlanguage development. In addition, I argue that the fundamental problem in instructed SLA is its overall focus on the acquisition of “rules”; that is, rules are not acquired from the input. Instead, learners process morpho-phonological units in the speech stream and assemble language over time. Rules, if they exist, evolve; they cannot be the object of instruction or input processing. 10 01 JB code lllt.39.08ch6 127 146 20 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Documenting interlanguage development</TitleText> 1 A01 Kathleen Bardovi-Harlig Bardovi-Harlig, Kathleen Kathleen Bardovi-Harlig Indiana University at Bloomington 01 This chapter illustrates Selinker’s (1972) claim that interlanguage is a linguistic system in its own right by examining research in three different areas of L2 development: interlanguage temporality, L2 pragmatics, and conventional expressions. The chapter begins with a review of functional approaches to interlanguage analysis. It then reviews a longitudinal study of interlanguage temporality illustrating the development of form-meaning mappings as learners acquire temporal expression in L2 English. The importance of interlanguage development in the pragmatics of L2 learners is emphasized in the next section which demonstrates that the interpretation of learner forms in conversation is dependent on the inventory of available linguistic devices. The chapter closes by considering the role of interlanguage grammar in the production of formulaic expressions. 10 01 JB code lllt.39.09ch7 147 172 26 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. Methodological influences of “Interlanguage” (1972)</TitleText> <Subtitle textformat="02">Data then and data now</Subtitle> 1 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 2 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 01 This chapter examines the impact of Selinker’s claim that certain data were inappropriate for SLA research: grammaticality judgments and nonsense syllables. The field has gradually come to understand SLA through multiple data types, so that the current view is that data are not appropriate or inappropriate in a vacuum, but rather need to be understood in the context of the research questions asked. The chapter describes the data used in studies prior to 1972, and then focuses on grammaticality judgments and nonsense data, including artificial languages, in studies after 1972. Although both data types are common in current SLA research, Selinker problematized their use and made us consider what we can learn from data other than elicited speech. 10 01 JB code lllt.39.10ch8 173 202 30 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Trying out theories on interlanguage</TitleText> <Subtitle textformat="02">Description and explanation over 40 years of L2 negation research</Subtitle> 1 A01 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 01 This chapter examines the development of English negation through the diverse theoretical lenses that have been applied to this phenomenon over 40 years of interlanguage research. Depending on the theory, L2 learners are imagined to have different learning tasks: from traversing negation stages or adding negation strategies in a sequence, in the foundational years of the field, to learning from affordances experienced as contingent and structured by social practices, in recent usage-based theories. Each lens contributes theory-specific analytical tools and explanations that in turn can advance description by triangulation and falsification. The chapter closes with the identification of three pending issues: accounting for variation and context, disentangling crosslinguistic influences vis-à-vis universal patterns, and clarifying the ambivalent role of accuracy in development. 10 01 JB code lllt.39.11ch9 203 220 18 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Another step to be taken – Rethinking the end point of the interlanguage continuum</TitleText> 1 A01 Diane Larsen-Freeman Larsen-Freeman, Diane Diane Larsen-Freeman University of Michigan 01 Larry Selinker’s Interlanguage article has had a formative role in shaping the modern-day study of second language acquisition (SLA). This chapter begins by singling out several of Selinker’s contributions to the ontology of SLA. It goes on to claim that at this point in the evolution of the study of SLA another step needs to be taken, which is to reconsider the “endpoint” of the interlanguage continuum. Using a biological analogy, it argues that there is no endpoint for (inter-) language or its learning. Neither is extrinsically teleological. The question then becomes how to reconcile the non-extrinsic teleology of language and its learning with the normativity of teaching. The chapter concludes by suggesting ways that a reconciliation might be achieved. 10 01 JB code lllt.39.12ch10 221 246 26 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. Interlanguage 40 years on</TitleText> <Subtitle textformat="02">Three themes from here</Subtitle> 1 A01 Larry Selinker Selinker, Larry Larry Selinker New York University and Research Production Associates 01 This chapter pulls together 40 years of interlanguage study in terms of three interlinked themes: (1) historic roots, emphasizing ongoing questions/issues that needed interlanguage to be asked; (2) interlanguage as a system in its own right, centering on evidence for the systematic nature of interlanguage; (3) a suggested future centering on creation of a deep interlanguage semantics guided by not only learning from, but contributing to, an exponentially-changing computational world. The chapter concludes with a “peroration” addressed to current students and younger colleagues stressing development of “doubt” as a crucial skill – not being too quick to discard possible answers to core concepts and questioning whether we are training students adequately in the right skillsets for productive research. 10 01 JB code lllt.39.ni 247 252 6 Index 13 <TitleType>01</TitleType> <TitleText textformat="02">Name index</TitleText> 10 01 JB code lllt.39.si 253 256 4 Index 14 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20140430 2014 John Benjamins B.V. 02 WORLD 08 475 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 32 20 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 20 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 20 01 gen 02 JB 1 00 54.00 USD