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Sources of Variability in Interlanguage. ROD ELLIS. Eating College of Higher Education. 1. THE HORIZONTAL AND VERTICAL DIMENSIONS OF INTERLANGUAGE. Following Corder (), it is possible to identify both a horizontal and a vertical dimension to interlanguage. The horizontal dimension refers to the. 1 Aug ROD ELLIS; Sources of Variability in Interlanguage, Applied Linguistics, Volume 6, Issue 2, 1 January , Pages –, -. ①. 'Sources of Variability in Interlanguage' – a discussion of Ellis' position. Simon Lees. Introduction. I found that when I first read about interlanguage (IL) it matched some of my intuitions about learning. In particular the theory seemed to adequately explain some of my own learning experiences in learning Japanese.
In trying to explain the sources of such variability in second language acquisition, researchers have generally worked from an assumption, first elaborated in work by Labov () on native speakers of English, that variability is a systematic function of factors like the degree of formality of the context of utterance and the. 21 Dec Full-text (PDF) | This paper examines the way in which, three different paradigms for the study of interlanguage handle the phenomenon of variability in interlanguage systems: a Chomskyian paradigm proposed by Adjemian (, ); the Monitor Theory proposed by Krashen (, ) and the. VARIABILITY IN THE INTERLANGUAGE OF SHONA LEARNERS OF ENGLISH. A Study into the .. interlanguage variability: (i). (ii). (iii). (iv). Unplanned speech/ planned writing. Linguistic context. The interaction between linguistic context and planning time. Structural identify more sources of variability are outlined and.
82) argue that a high degree of learner variability in the L2 learner is due to a number of factors. First, compared with the first task types on L2 learner's performance and study of other sources and factors are beyond the scope of this study. It is discussed She proposes that the interlanguage of L2 should be viewed as a. Variability in Interlanguage - Download as PDF File .pdf), Text File .txt) or read online. Abstract. In this chapter, I first examine Tarone's sociolinguistic approach to the study of interlanguage (IL) variability. I focus on Tarone's conception of the “ vernacular style” as the speech style in which the speaker (L2 learner) pays least attention to language form. Tarone's approach is then contrasted with a cognitive, .