A
Larry Selinker
He introduced the term ' Interlanguage'
NL & IL & TL
NL means Native Language
IL means Interlanguage Lnaguage
TL means Target Language
Interlanguage
An interlanguage is an idiolect that has been developed by a learner of a second language that preserves some features of their first language, and can also overgeneralize some L2 writing and speaking rules. These two characteristics of an interlanguage result in the system's unique linguistic organization.
Fossilization
Language fossilization is a broad term used to describe many forms of arrested progress in the second language (L2) acquisition. This arrested progress can occur in one or more specific features of the target language, and many teachers and researchers consider fossilization an unavoidable process.
Error
An error is an action that is inaccurate or incorrect. In some usages, an error is synonymous with a mistake. In statistics, "error" refers to the difference between the value which has been computed and the correct value. An error could result in failure or in a deviation from the intended performance or behavior.
Overgeneralization
Overgeneralization is often defined as the learners' own way to make rules of the second language because of their incapability to differentiate between L1 and L2 rules. .“Overgeneralization is the phenomenon when one overextends one rule to cover instances to which that rule does not apply”
Universal Grammar
Universal grammar, in modern linguistics, is the theory of the genetic component of the language faculty, usually credited to Noam Chomsky.
Competence
According to Chomsky, competence is the ideal language system that enables speakers to produce and understand an infinite number of sentences in their language, and to distinguish grammatical sentences from ungrammatical sentences. This is unaffected by "grammatically irrelevant conditions" such as speech errors.
Mnemonics
A mnemonic device, or memory device, is any learning technique that aids information retention or retrieval in human memory. Mnemonics make use of elaborative encoding, retrieval cues, and imagery as specific tools to encode information in a way that allows for efficient storage and retrieval
Mistake
A mistake has a lot of uses, but they all have to do with doing the wrong thing. A mistake in math class will result in the wrong answer, but a mistake with a gun could get someone killed. If you mix up two people, you're mistaking one for the other. When you make a mistake, the best thing to do is admit it and try to make up for it; not apologizing for a mistake is another mistake.
Lado
He (1957: 72), in an influential statement, explicitly
characterized the predictions of contrastive
analysts as statements that should be viewed as hypothetical
until they could be validated by reference to
‘the actual speech of students.’
Transfer
Transfer of training occurs when the second-language
learner applies rules learned from instructors
or textbooks. Sometimes this learning is successful;
that is, the resulting interlanguage rule is indistinguishable
from the target language rule.
Learner's intuition
Intuitive learners prefer to take in information that is abstract, original, and oriented towards theory. They look at the big picture and try to grasp overall patterns. They like discovering possibilities and relationships and working with ideas.
Corder
(1967, 1981) was the first and most persuasive
scholar to develop an alternative framework: the
the idea that second-language learners do not begin with
their native language, but rather with a universal
‘built-in syllabus’ that guides them in the systematic
development of their own linguistic system, or ‘transitional
competence.’
Discourse domain
In the formal sciences, the domain of discourse also called the universe of discourse, universal set, or simply universe is the set of entities over which certain variables of interest in some formal treatment may range.
Steve Krashen
(1981) proposed the Monitor
Model. The Monitor Model initially relied heavily
on the work of a group of researchers (the creative
constructionists) who claimed that there was no evidence
at all of native language transfer in the morpheme
accuracy rates of child second-language
learners; thus, the contrastive analysts had got it all
wrong, at least as far as children were concerned.