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 is dynamic and permeable as it serves as a bridge between L1 and L2 when learners lack knowledge and fine mastery of rules. They refine certain rules and obtain new ones. (Study.com, 18 June 2018). Contrastive Analysis and Error Analysis paved the way for Interlanguage theory in describing L2 learners' errors in the acquisition process of L2 (El khereshah 2015). Interlanguage changes all the time but can become fossilized language when the learners do not have the opportunity to improve. It is important for teachers to understand this and also to see interlanguage as a series of learning steps. The theory of internalization put forward by Vygotsky suggests that an individual is able to observe and internalize the ideas and processes of their surroundings as they partake in social interaction defined as, "new ways of thinking" (Duchesne, S., & McMaugh, A.,2016). The continuous transformation of social meanings into private meanings and private meanings into social ones partly explains the richness and complexity of the second language learning processes (2013 Azarola). This is why the internalization area can widen the scope to illustrate the errors of the learners and minimize them. Through the usage of secondary information, internet and personal observation, as one of the processes of the qualitative research method would implicate better learning strategies and more progressed learners.
Wafaa Metwalli, Misr International University, Egypt
Stream: Applied linguistics research
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