Interlanguage Definition and Examples

Interlanguage Definition and Examples Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process of learning a target language. Interlanguage pragmatics is the study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or speech acts in a second language. Interlanguage theory is generally credited to Larry Selinker, an American professor of applied linguistics whose article Interlanguage appeared in the January 1972 issue of the journal International Review of Applied Linguistics in Language Teaching. Examples and Observations [Interlanguage] reflects the learners evolving system of rules, and results from a variety of processes, including the influence of the first language (transfer), contrastive interference from the target language, and the overgeneralization of newly encountered rules. (David Crystal, A Dictionary of Linguistics and Phonetics) Fossilization The process of learning a second language (L2) is characteristically non-linear and fragmentary, marked by a mixed landscape of rapid progression in certain areas but slow movement, incubation, or even permanent stagnation in others. Such a process results in a linguistic system known as interlanguage (Selinker, 1972), which, to varying degrees, approximates that of the target language (TL). In the earliest conception (Corder, 1967; Nemser, 1971; Selinker, 1972), interlanguage is metaphorically a halfway house between the first language (L1) and the TL, hence inter. The L1 is purportedly the source language that provides the initial building materials to be gradually blended with materials taken from the TL, resulting in new forms that are neither in the L1 nor in the TL. This conception, though lacking in sophistication in the view of many contemporary L2 researchers, identifies a defining characteristic of L2 learning, initially known as fossilization (Selinker, 1972) and later on broadly referred to as incompleteness (Schachter, 1988, 1996), relative to the ideal version of a monolingual native speaker. It has been claimed that the notion of fossilization is what spurs the field of second language acquisition (SLA) into existence (Han and Selinker, 2005; Long, 2003). Thus, a fundamental concern in L2 research has been that learners typically stop short of target-like attainment, i.e., the monolingual native speakers competence, in some or all linguistic domains, even in environments where input seems abundant, motivation appears strong, and opportunity for communicative practice is plentiful. (ZhaoHong Han, Interlanguage and Fossilization: Towards an Analytic Model in Contemporary Applied Linguistics: Language Teaching and Learning) Universal Grammar A number of researchers pointed out quite early on the need to consider interlanguage grammars in their own right with respect to principles and parameters of U[niversal] G[rammar], arguing that one should not compare L2 learners to native speakers of the L2 but instead consider whether interlanguage grammars are natural language systems (e.g., duPlessis et al., 1987; Finer and Broselow, 1986; Liceras, 1983; Martohardjono and Gair, 1993; Schwartz and Sprouse, 1994; White, 1992b). These authors have shown that L2 learners may arrive at representations which indeed account for the L2 input, though not in the same way as the grammar of a native speaker. The issue, then, is whether the interlanguage representation is a possible grammar, not whether it is identical to the L2 grammar. (Lydia White, On the Nature of Interlanguage Representation in The Handbook of Second Language Acquisition) Psycholinguistics [T]he significance of interlanguage theory lies in the fact that it is the first attempt to take into account the possibility of learner conscious attempts to control their learning. It was this view that initiated an expansion of research into psychological processes in interlanguage development whose aim was to determine what learners do in order to help facilitate their own learning, i.e., which learning strategies they employ (Griffiths Parr, 2001). It seems, however, that the research of Selinkers learning strategies, with the exception of transfer, has not been taken up by other researchers. (ViÃ… ¡nja PaviÄ ić TakaÄ , Vocabulary Learning Strategies and Foreign Language Acquisition)

Red Cabbage Juice Makes an Egg White Turn Green

Red Cabbage Juice Makes an Egg White Turn Green Red cabbage juice contains a natural pH indicator that changes color from purple to green under basic (alkaline) conditions. You can use this reaction to make a fried green egg. This a great chemistry project for St. Patricks Day (March 17th) or to make green eggs and ham for Dr. Seusss birthday (March 2nd). Or, you can just make green eggs to gross out your family. Its all good. Green Egg Materials You only need two basic ingredients for this easy food science project: eggred (purple) cabbage Prepare the Red Cabbage pH Indicator There are several ways you can prepare red cabbage juice for use as a pH indicator. Heres what I did: Coarsely chop about a half cup of red cabbage.Microwave the cabbage until it is soft. This took me about 4 minutes.Allow the cabbage to cool. You may wish to set it in a refrigerator to speed things up.Wrap the cabbage in a coffee filter or paper towel and squeeze the cabbage. Collect the juice in a cup.You can refrigerate or freeze leftover juice for later experiments. Fry a Green Egg Spray a pan with cooking spray. Heat the pan over medium-high heat.Crack an egg and separate the egg white from the yolk. Set the yolk aside.In a small bowl, mix the egg white with a small amount of red cabbage juice. Did you see the color change? If you mix the egg white and red cabbage juice thoroughly then the white of the fried egg will be uniformly green. If you only lightly mix the ingredients you will end up with a green egg that has white splotches. Yummy!Add the egg white mixture to the hot pan. Set the egg yolk in the middle of the egg. Fry it and eat it like you would any other egg. Note the cabbage does flavor the egg. Its not necessarily bad, just not what you expect eggs to taste like. How It Works The pigments in red cabbage are called anthocyanins. Anthocyanins change color in response to changes in acidity or pH. Red cabbage juice is purplish-red under acidic conditions, but changes to a blue-green color under alkaline conditions. Egg whites are alkaline (pH ~9) so when you mix the red cabbage juice into the egg white the pigment changes color. The pH does not change as the egg is cooked so the color is stable. Its also edible, so you can eat the fried green egg! Easy Blue Eggs Green isnt the only color you can get using edible pH indicators. Another option is to use butterfly pea flowers. Steeping the flowers in boiling water produces a deep, vivid blue that is safe to add to any food or drink. While red cabbage juice has a distinctive (some would say unpleasant) flavor, butterfly pea does not have a flavor. You can get a red cabbage at pretty much any grocery store, but youll probably have to go online to find butterfly pea flowers or tea. It is inexpensive and it lasts practically forever. To make blue eggs, simply prepare butterfly pea tea in advance. Mix in a few drops of the tea with the egg white to achieve the desired color. Cook the egg. You can drink or freeze any leftover tea. Butterfly pea flower, like red cabbage juice, contains anthocyanins. The color change is different though. Butterfly pea is blue under neutral to alkaline conditions. It turns purple in very dilute acid and hot pink when more acid is added. More Color Change Food Experiment with other edible pH indicators. Examples of foods that change color in response to pH include beets, blueberries, cherries, grape juice, radishes, and onion. You can choose an ingredient that complements the flavor of the food in just about any color you desire. In most cases, prepare a pH indicator by soaking finely minced plant matter in boiling water until the color is extracted. Pour off the liquid for later use. A handy way to save the liquid for later is to pour it into an ice cube tray and freeze it. For fruits and flowers, consider preparing a simple syrup. Mash or macerate the produce and heat it with sugar solution until it boils. The syrup may be used as-is or mixed in as an ingredient in recipes.