A number of different contexts for language learning can be studied with a common model of analysis. The notion of approximative system or interlanguage focuses on the learner’s systematic handling of the language data to which he has been exposed, and the particular form of the learner’s interlanguage will be determined by the conditions under [...]
The final context for tha study of interlanguage phenomena is the learning of English in countries where English is studied as a foreign language in formal settings (such as the school), and where English is not normally a language of instruction but simply a branch of study. English is Japan, France, Indonesia, Russia and so [...]
The interlanguage reflect differing degree of social, economic and political penetration of societal structures, these structure being controlled by native speakers of the standard language. Another related phenomenon must be considered in reference to the generation of different dialects of English or of English-based languages – the situation where these societal structures are maintained by [...]
We have seen that certain non-standard varieties of English may be viewed as interlanguages derived from particular patterns of social interaction. The extremes to which social factors can go in shaping the transmission and use of language is seen in the processes of pidginization and creolization. The concept of pidgin and creole languages owes much [...]
In examining the social and linguistic dimensions of immigrant English, we have seen that the size of the immigrant group and their characteristics on dimensions of status, power, mobility, prestige and wealth, can influence the variety of English acquired. All language learning, whether the child learning his mother tongue, or an adult acquiring a second [...]