期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2015
卷号：4
期号：3
页码：123-131
DOI：10.7575/aiac.ijalel.v.4n.3p.123
出版社：Australian International Academic Centre PTY. LTD.
摘要：The influence of first language (L1 hereinafter) in the learning of second language (L2 hereinafter) has witnessed an intense debate during the past years, resulting in the prevalence of Error Analysis (EA hereinafter) over Contrastive Analysis (CA hereinafter). A great number of empirical studies indicated that neither L1 nor L2 was always responsible for learners' errors (Bailey et al. 1974; Krashen et al. 1978, 2003; Larsen-Freeman, 2002; 2003). CA and EA paved the way for Interlanguage theory (IL hereinafter) in describing L2 learners' errors in the acquisition process of L2. IL, which has been in vogue for the last years, has witnessed huge criticism by different researchers and linguists from various L1 backgrounds. They all came to state that there are many points in this theory which are not clear. In light of this, this study aims at reviewing and discussing the role of IL in describing and explaining learners' errors in the process of acquisition of L2. Therefore, theoretical foundations, theoretical assumptions, limitations and significance of this theory are discussed in detail. This review reveals that IL theory is almost no longer valid in the field of second language acquisition (SLA hereinafter) for numerous reasons.
其他摘要：The influence of first language (L1 hereinafter) in the learning of second language (L2 hereinafter) has witnessed an intense debate during the past years, resulting in the prevalence of Error Analysis (EA hereinafter) over Contrastive Analysis (CA hereinafter). A great number of empirical studies indicated that neither L1 nor L2 was always responsible for learners' errors (Bailey et al. 1974; Krashen et al. 1978, 2003; Larsen-Freeman, 2002; 2003). CA and EA paved the way for Interlanguage theory (IL hereinafter) in describing L2 learners' errors in the acquisition process of L2. IL, which has been in vogue for the last years, has witnessed huge criticism by different researchers and linguists from various L1 backgrounds. They all came to state that there are many points in this theory which are not clear. In light of this, this study aims at reviewing and discussing the role of IL in describing and explaining learners' errors in the process of acquisition of L2. Therefore, theoretical foundations, theoretical assumptions, limitations and significance of this theory are discussed in detail. This review reveals that IL theory is almost no longer valid in the field of second language acquisition (SLA hereinafter) for numerous reasons.
关键词：Interlanguage; First language; Second/foreign language; L2 errors
其他关键词：Interlanguage; First language; Second/foreign language; L2 errors
