Speakers learning a foreign language always develop an
'interlanguage" . This is in accord with the child learning his mother tongue, who also develops his own language first, which he then drops, as he becomes a culturally integrated speaker through participation in conversation with his parents.The interlanguage has students' typical errors and it is extremely challenging to get over the threshold between the intermediate and upper or advanced level.
But learners also develop their own set of errors related to their native tongues and observant teachers can variously use their knowledge of these errors.
Learners can also be good enough in understanding their peers in the context of the same native tongue because their errors are typified linguistically. The typified errors are quite obvious in pronunciation and some nations get identified by their accents in English. Lexical and structural errors also have their ruts.
Another and greater difficulty than helping learners to overcome the typified errors is a necessity to enlighten them on the phenomenon of language. The learners have to understand that every language has its lexico-structural patterns determined by sociocultural contexts of the language's currency. This means that native speakers typically use recurrent units (phrases/stereotypes, as a rule) and these simplify and ensure understanding no less than the context does (Halliday). To be understood without a difficulty, a foreigner has to use exactly these fixed recurrent units or at least has to integrate a sufficient amount of the fixed units in his speech to be readily understood.
But young and ignorant students of today sometimes happen to resist this prescription, obviously thinking that this is boring and not creative enough. This is a difficult task for a teacher when he has to teach his students out of this foolish belief and enlighten them on the phenomenon of language more broadly. One practical turn seems to be helpful: the students perceive the structures of English more readily than the idiomatic lexis because it is logical and its meaning is general, but they tend to ignore the meaning of structures.
However, when they master the basic structures (through verb complementation, for instance), they can be shown how an accidental word may upset a concrete structure and require a word chosen better or a change of the structure if they desire to retain the word. This is the point at which they begin conscious entrance into the idiom of language and into an understanding that words and structures are interdependent, that words are combined typically for the speakers of the particular language (English) and that both are meaningful.
'interlanguage" . This is in accord with the child learning his mother tongue, who also develops his own language first, which he then drops, as he becomes a culturally integrated speaker through participation in conversation with his parents.The interlanguage has students' typical errors and it is extremely challenging to get over the threshold between the intermediate and upper or advanced level.
But learners also develop their own set of errors related to their native tongues and observant teachers can variously use their knowledge of these errors.
Learners can also be good enough in understanding their peers in the context of the same native tongue because their errors are typified linguistically. The typified errors are quite obvious in pronunciation and some nations get identified by their accents in English. Lexical and structural errors also have their ruts.
Another and greater difficulty than helping learners to overcome the typified errors is a necessity to enlighten them on the phenomenon of language. The learners have to understand that every language has its lexico-structural patterns determined by sociocultural contexts of the language's currency. This means that native speakers typically use recurrent units (phrases/stereotypes, as a rule) and these simplify and ensure understanding no less than the context does (Halliday). To be understood without a difficulty, a foreigner has to use exactly these fixed recurrent units or at least has to integrate a sufficient amount of the fixed units in his speech to be readily understood.
But young and ignorant students of today sometimes happen to resist this prescription, obviously thinking that this is boring and not creative enough. This is a difficult task for a teacher when he has to teach his students out of this foolish belief and enlighten them on the phenomenon of language more broadly. One practical turn seems to be helpful: the students perceive the structures of English more readily than the idiomatic lexis because it is logical and its meaning is general, but they tend to ignore the meaning of structures.
However, when they master the basic structures (through verb complementation, for instance), they can be shown how an accidental word may upset a concrete structure and require a word chosen better or a change of the structure if they desire to retain the word. This is the point at which they begin conscious entrance into the idiom of language and into an understanding that words and structures are interdependent, that words are combined typically for the speakers of the particular language (English) and that both are meaningful.
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