Assignment - ATL

SUBJECT ASSIGNMENT:
APPROACHES TO LANGUAGE IN THE CLASSROOM CONTEXT /

GENERAL INFORMATION:

This assignment must be done individually and has to fulfil the following conditions:

- Length: between 6 and 8 pages (without including cover, index or appendices –if
there are any-).
- Type of font: Arial or Times New Roman.
- Font size: 11.
- Line spacing: 1.5.
- Alignment: Justified.

The assignment has to be written in this Word document and has to follow the
instructions on quotes and references detailed in the Study Guide.

Also, the assignment must be submitted following the procedure specified in the
document: “Subject Evaluation”. Do not send it to the tutor’s email address.

It is strongly recommended to read the assessment criteria, which can be found in the
document “Subject Evaluation”.

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 Assignment - ATL

Assignment instructions:
See the data collected below and answer the following questions:
1. Work out an IL generalization that might account for the forms in
boldface. Give your reasons for postulating this generalization.
2. What strategy/strategies do you think these learners have come up with
regarding lexical use?
3. What additional information, if any, would you like to have from these
learners to test your hypothesis?
4. How do these tests and results relate to the concepts studied in this
subject?

Do not answer the questions one by one, but address all of them in essay form.

SUBJECT’S BACKGROUND

Native Languages: Mixed.

Target Language: English.

Background Information: Intermediate level, students on an intensive

course.

Data Source: student compositions.

DATA:

Soccer is the most common sporting.

America refused continual supported our military request.

When he was 7 years old, he went schooling.

About two hours driving eastern from Bangkok.

After finished my college studied, I went to my country.

Doctors have the right to removed it from him.

There is a night for asleep.

Moreover it may lead to conflicting.

Important: you have to write your personal details and the subject name on the
cover (see the next page). The assignment that does not fulfil these conditions
I am not going to get married when I will graduation the school.
will not be corrected. You have to include the assignment index below the cover.

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 Assignment - ATL

Student’s full name: Diego Gómez Serrano

Group: 10-2020

Date: 05/01/2022

APPROACHES TO LANGUAGE IN THE CLASSROOM CONTEXT

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 Assignment - ATL

INTERLANGUAGE GENERALIZATION IN CLASSROOMS.

Throughout this work, we will analyze, taking into account the sentences
mentioned above, the diverse aspects of interlanguage and its impact on this learning
context through the possible reasons why students who are acquiring/learning a foreign
language with an intermediate level course in English have committed different
mistakes when they write those sentences and, along with this, a deep reflection of the
errors if it is possible.

Before starting with the detailed analysis and suppositions of this work, it is
essential to mention that learning a foreign or second language is an ability that all
human beings are able to develop under normal circumstances. As it is mentioned in
the CEFR, “language learning comprises the actions performed by persons who as
individuals and as social agents develop a range of competences both general and in
particular communicative language competences”. Hence, if we shall focus on the
proficiency in a L2, Skehan (1998) states that it is required that learners acquire both a
rich repertoire of formulaic expressions and a high competence consisting of
knowledge of specific grammar rules, which cater to complexity and accuracy.

In order to achieve this proficiency, it is essential that learners of English as a

foreign language may employ several communication strategies in order to acquire this
second language in a proper way and, consequently, they can interact and
communicate with anyone. Obviously, each student learns in a unique way in contrast
with others since each student has their own circumstances, likings, weak and strong
points and so on.

In relation with that, it is undisputed that the fact of acquiring a second language
becomes quite challenging for learners. Hence, they usually make different language
mistakes during the time they study this new language. Consequently, before learners
achieve advanced language competence, they tend to misuse words by making errors
in the production of this second language.

In relation with our materials, this assignment is clearly focused on the concept
of interlanguage, which according to Selinker (1972), is considered the term to describe
the language system that results from the language learning. Hence, it can be
summarized as the theory that while learning a second language, language learners

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 Assignment - ATL

build up a system for themselves which is different in some ways from their first and
second language systems.

Yet, according to Corder (1967), the “special” language produced by the

individual who learns an L2 may be seen as a new system with its own specific
grammar and this grammar has several rules which are also present in the target
language

So, once focused on the core of this assignment, it is remarkable to consider

which factors can affect students’ interlanguage in Second Language Acquisition such
as transfer, fossilization and overgeneralization. The first one deals with the constant
transfer by hands of students from L1 to L2, so as to say, many elements of the first
language are transferred to the second one. Hence, we can talk about positive and
negative transfers since when the kind of transfer is positive, facilitates learning and it
usually appears when there is a coincidence of elements between the two languages.
Yet, it can also be negative when the use of a structure of the L1 is not appropriate in
the L2, what produces an error.

The second in the list, fossilization is defined by Selinker as the process

whereby a learner’s interlanguage development stops some way short of target
language norms. Apart from Selinker, another influential writer such as Ellis, suggested
that there is no single cause for fossilization since such aspects as age, psychological
factors, communicative pressure or the lack of learning opportunity could influence the
development of fossilization. Nonetheless, according to Selinker, this process becomes
a permanent feature of interlanguage although the fossilized feature may temporarily
disappear. Yet, this process may not be relevant for this work since the different
causes of the presence of fossilization does not fit with this context and subject’s
background.

Once defined the first two factors, we will briefly explain the term of
generalization and a negative deeper process related to it. Generalization is an
undisputed process of adjusting an existing cognitive representation in order to
incorporate new information into that existing representation. Hence, generalization has
a potential learning effect.

Yet, this also involves overgeneralization, which is characterized by the

extensive use of a grammatical form of the L2 in situations where another rule must be

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 Assignment - ATL

applied. Overgeneralization is part of students’ interlanguage since they learn a

structure, and then this is overgeneralized in a context where the term learned does not
match, as it commonly occurs with the tendency of use “-ed” in verbs in past tenses
despite being them irregular verbs. Moreover, these errors were common to speakers
of different languages when they developed hypotheses about the structure of the
second language, as Richards (1974) states.

The common processes of overgeneralization are regularization and

simplification, and they are caused by the individual’s attempt to reduce the complexity
of the language system as Richards (1974) maintains.

Once defined different kinds of factors which can make influence on the
learning of a second language, we shall focus on the possible different strategies which
learners used in their compositions.

In the first sentence: “Soccer is the most common sporting”, learners used the
“-ing” form in order to create a noun but they were wrong. Apart from the level of
training of these students, this error could have been produced by the process of
overgeneralization by two possible reasons: the presence of the verb “to be” may alter
their ideas and they think that the verb pattern correct was the present continuous or,
the other reason could be the tendency of naming different sport ending with “-ing”
such as surfing or trekking.

In the sentence 2, “America refused continual supported our military request”,

it can be thought that the student related the first verb in past simple with the verb
support and he or she added the “-ed” suffix.

If we focus on the third sentence, “When he was 7 years old, he went

schooling”, it is stated that the student is overgeneralizing with the pattern of verb “to
go” + gerund as it happens with commonly used verbs such as “go shopping”.

In the fourth statement, “About two hours driving eastern from Bangkok”, the
error is the misunderstanding of the use of the adjective “eastern” as a noun. This
could be related to the transfer from their mother tongue.

In the sentence number 5, “After finished my college studied, I went to my

country”, there is a similarity with the sentence number 2 in which the presence of a

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 Assignment - ATL

verb with an ending “-ed” has provoked the transformation of a noun in a verb in past
simple tense. Yet, this could be another hypothesis which would deal with the idea of
the creation of noun with that ending, similar to words ending with “-ness” or “-tion”.

In the sixth example, “Doctors have the right to removed it from him”, there can
be an overgeneralization of the use of “-ed” forms in past simple when its use is not the
appropriate. This could be provoked if the sessions are focused on past simple tense
since pupils tend to use what they are learning in those moments.

In the statement number 7, “There is a night for asleep”, there is a new

misunderstanding with the use of an adjective instead of a verb since the word needed
would be “sleep”. Again, this can be as a result of the way the learners are taught.

In the sentence 8, “Moreover it may lead to conflicting”, the student

misunderstands the patterns of the creation of noun with the addition of a suffix, in this
case “-ing”. Hence, the presence of this verb instead of a noun makes wrong this
sentence.

In the last example, “I am not going to get married when I will graduation the
school”, there is another misunderstanding related to the presence of noun and verb. In
this case, the student chooses a noun instead of the verb “graduate”. This could be
more related to a lack of knowledge and a low level in the second language.

Once determined the errors of the sentences and their possible explanations, it
is essential to add that, with that information provided, it is only possible to speculate
and create hypotheses in relation with the students. Hence, what kind of information
could be useful for us to possibly understand the mistakes presented?

Firstly, we do not know where these students are from. So, languages spoken
by the students would be proper information because we could state how the language
transfer occurs. In relation with this, knowing the native country of these students, we
can also make relation around the kind of errors in their interlanguage. Hence, as it is
stated in our materials, language universals seem to play a fundamental role in
transfer.

Along with their mother tongue, it is also essential to know their historical and
cultural background since they could also affect the processes of composition of these

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 Assignment - ATL

sentences and give us reasons of the errors in their second language acquisition.
Moreover, these factors could be taken into account since they may condition the
amount of comprehensible input the students are exposed and, also, how much they
are exposed to the second language.

In relation with this aspect, it would be crucial to know the current level of these
students since we only now that they join in the same group of an intermediate level.
Yet, it is quite obvious that their level is not same, and we do not know who wrote the
sentences. In doing so, we can associate in a better way their errors.

Once dealt with essential information about students, it is important to mention

that we do not know anything about that English intensive course. It can sound odd but
the way in which teachers focus their methodology and use their resources can make
this kind of courses an appealing experience with positive benefits or just a waste of
money and time. As Lenon and De Prada (2016) maintain, “some erroneous IL
features may be caused by the way in which learners are taught”.

Furthermore, it would also be interesting to know the type of activities which are
developed in class since such factors as motivation and emotion could well affect our
students’ answers. Teachers are eager to find motivational tasks for our students in
order to provide them a more appropriate and comfortable situation to put in practice all
the contents learnt.

Learning a second language

involves a change in the learner
´s way of thinking or IL.
The learner is faced to
acquire new strategies that
allow him/her to
hypothesize
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 Assignment - ATL

continuously about the

language rules of the new
language. As the student is
acquiring
new elements of the L2, the
hypotheses are tested. So, a
cognitive process takes place
during the acquisition providing
a dynamic linguistic exchange
of L1 and L2 rules which
learners analyze and internalize
by means of a mental process.
Teachers have to be
aware of this process in order to
understand learner’s errors and
mistakes to identify

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 Assignment - ATL

which native language traits

are causing them and help
students to avoid these
interferences.
In conclusion, learners face
their learning process in
different ways. They transform
input into internal and personal
IL´s and strategies. L2 leaning
has to be internalized
and strategies are techniques to
cope L2 leaning problems.
Learning strategies are
means to develop IL´s, and to
transform them. Teachers must
be aware of these to
help their students, and they
have to train learners to
10
 Assignment - ATL

discover them. Teaching

practice
has to look for activities or task
oriented to train those
strategies. These strategies
must be adapted to our learners´
learning styles.
Learning a second language
involves a change in the learner
´s way of thinking or IL.
The learner is faced to
acquire new strategies that
allow him/her to
hypothesize
continuously about the
language rules of the new
language. As the student is
acquiring
11
 Assignment - ATL

new elements of the L2, the

hypotheses are tested. So, a
cognitive process takes place
during the acquisition providing
a dynamic linguistic exchange
of L1 and L2 rules which
learners analyze and internalize
by means of a mental process.
Teachers have to be
aware of this process in order to
understand learner’s errors and
mistakes to identify
which native language traits
are causing them and help
students to avoid these
interferences.

12
 Assignment - ATL

In conclusion, learners face

their learning process in
different ways. They transform
input into internal and personal
IL´s and strategies. L2 leaning
has to be internalized
and strategies are techniques to
cope L2 leaning problems.
Learning strategies are
means to develop IL´s, and to
transform them. Teachers must
be aware of these to
help their students, and they
have to train learners to
discover them. Teaching
practice

13
 Assignment - ATL

has to look for activities or task

oriented to train those
strategies. These strategies
must be adapted to our learners´
learning styles.
Learning a second language
involves a change in the learner
´s way of thinking or IL.
The learner is faced to
acquire new strategies that
allow him/her to
hypothesize
continuously about the
language rules of the new
language. As the student is
acquiring

14
 Assignment - ATL

new elements of the L2, the

hypotheses are tested. So, a
cognitive process takes place
during the acquisition providing
a dynamic linguistic exchange
of L1 and L2 rules which
learners analyze and internalize
by means of a mental process.
Teachers have to be
aware of this process in order to
understand learner’s errors and
mistakes to identify
which native language traits
are causing them and help
students to avoid these
interferences.

15
 Assignment - ATL

In conclusion, learners face

their learning process in
different ways. They transform
input into internal and personal
IL´s and strategies. L2 leaning
has to be internalized
and strategies are techniques to
cope L2 leaning problems.
Learning strategies are
means to develop IL´s, and to
transform them. Teachers must
be aware of these to
help their students, and they
have to train learners to
discover them. Teaching
practice

16
 Assignment - ATL

has to look for activities or task

oriented to train those
strategies. These strategies
must be adapted to our learners´
learning styles.
Learning a second language
involves a change in the learner
´s way of thinking or IL.
The learner is faced to
acquire new strategies that
allow him/her to
hypothesize
continuously about the
language rules of the new
language. As the student is
acquiring

17
 Assignment - ATL

new elements of the L2, the

hypotheses are tested. So, a
cognitive process takes place
during the acquisition providing
a dynamic linguistic exchange
of L1 and L2 rules which
learners analyze and internalize
by means of a mental process.
Teachers have to be
aware of this process in order to
understand learner’s errors and
mistakes to identify
which native language traits
are causing them and help
students to avoid these
interferences.

18
 Assignment - ATL

In conclusion, learners face

their learning process in
different ways. They transform
input into internal and personal
IL´s and strategies. L2 leaning
has to be internalized
and strategies are techniques to
cope L2 leaning problems.
Learning strategies are
means to develop IL´s, and to
transform them. Teachers must
be aware of these to
help their students, and they
have to train learners to
discover them. Teaching
practice

19
 Assignment - ATL

has to look for activities or task

oriented to train those
strategies. These strategies
must be adapted to our learners´
learning styles.
Learning a second language
involves a change in the learner
´s way of thinking or IL.
The learner is faced to
acquire new strategies that
allow him/her to
hypothesize
continuously about the
language rules of the new
language. As the student is
acquiring

20
 Assignment - ATL

new elements of the L2, the

hypotheses are tested. So, a
cognitive process takes place
during the acquisition providing
a dynamic linguistic exchange
of L1 and L2 rules which
learners analyze and internalize
by means of a mental process.
Teachers have to be
aware of this process in order to
understand learner’s errors and
mistakes to identify
which native language traits
are causing them and help
students to avoid these
interferences.

21
 Assignment - ATL

In conclusion, learners face

their learning process in
different ways. They transform
input into internal and personal
IL´s and strategies. L2 leaning
has to be internalized
and strategies are techniques to
cope L2 leaning problems.
Learning strategies are
means to develop IL´s, and to
transform them. Teachers must
be aware of these to
help their students, and they
have to train learners to
discover them. Teaching
practice

22
 Assignment - ATL

has to look for activities or task

oriented to train those
strategies. These strategies
must be adapted to our learners´
learning s
Learning a second language
involves a change in the learner
´s way of thinking or IL.
The learner is faced to
acquire new strategies that
allow him/her to
hypothesize
continuously about the
language rules of the new
language. As the student is
acquiring

23
 Assignment - ATL

new elements of the L2, the

hypotheses are tested. So, a
cognitive process takes place
during the acquisition providing
a dynamic linguistic exchange
of L1 and L2 rules which
learners analyze and internalize
by means of a mental process.
Teachers have to be
aware of this process in order to
understand learner’s errors and
mistakes to identify
which native language traits
are causing them and help
students to avoid these
interferences.

24
 Assignment - ATL

In conclusion, learners face

their learning process in
different ways. They transform
input into internal and personal
IL´s and strategies. L2 leaning
has to be internalized
and strategies are techniques to
cope L2 leaning problems.
Learning strategies are
means to develop IL´s, and to
transform them. Teachers must
be aware of these to
help their students, and they
have to train learners to
discover them. Teaching
practice

25
 Assignment - ATL

has to look for activities or task

oriented to train those
strategies. These strategies
must be adapted to our learners´
le
Learning a second language involves a shift in the learner’s way of thinking or
interlanguage. Additionally, language learning requires a great amount of time and
effort to learners since they are asked to face and to acquire new strategies that allow
them to hypothesize continuously about the language rules of the new language. As
the student is acquiring new elements of the L2, the hypotheses are tested. Teachers
have to be aware of this process in order to understand learners’ errors and mistakes
to identify which native languages patters are causing them and help students to avoid
these interferences.
Furthermore, as it is said previously in this document, it is essential to add that
the presence of errors in this kind of process does not have to be a negative sign since
it proves that there is a development in the process of acquiring a second language.

To conclude, learners face their learning process in different ways. They

transform input into internal and personal IL’s and strategies. L2 learning has to be
internalized and strategies are techniques to cope L2 learning problems. Meanwhile,
learning strategies are means to develop IL’s and to transform them. Teachers must be
aware of these to help their students, and they have to train learners to discover them.
Teaching practice has to look for activities or task oriented to train those strategies,
which must be adapted to our learners’ learning styles.

BIBLIOGRAPHY

- Corder, S. P. (1967). The significance of learner's errors.

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 Assignment - ATL

- Díaz-Ducca, Jenaro A. (2012), Effects of affective variables on L2

fossilization in adults: A critical literature review. Innovaciones
educativas, 14(19), 64-74. Retrieved 18-12 from 2016.
- Kalebić, S. Č. (2007). On the use of compensatory strategies in learner
interlanguage. UPRT 2007: Empirical Studies in English Applied Linguistics,
269.
- Lenon, A. and De Prada, E. (2020) Approaches to Language in the
Classroom Context. Fundación Universitaria FUNIBER.
- Richards, J. C. (1974). A non-contrastive approach to error analysis.
Error analysis: Perspectives on second language acquisition, 172-188.
- Skehan, P. (1998). Task-based instruction. Annual review of applied
linguistics, 18, 268-286.
- Selinker, L. (1972). Interlanguage.

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