Ellis 1997), is that thanks to being exposed to a lot of exemplars of a particular structure, learners will be provided with data necessary to construct or reconstruct their interlanguage
SLA research indicates that negotiation promotes interlanguage
development and that learners are most likely to negotiate if opportunities for oral interaction are provided.
The only article that examines the acquisition of tense and aspect by a second language learner is 'Tense and Aspect in Second Language Acquisition: The Dutch Interlanguage
of a Native Speaker of English', by A.
Romero-Trillo has also recently co-edited a volume on current issues in Interlanguage
Pragmatics (ILP) and the primary application of intercultural interaction (Kecskes and Romero-Trillo 2013).
instructional activities and interactional feedback that act as a counterbalance to the predominant communicative orientation of a given classroom setting will be more facilitative of interlanguage
(IL) restructuring than instructional activities and interactional feedback that are congruent with the predominant communicative orientation" (Lyster & Mori, 2006: 294).
With regard to the specific case of interlanguage
pragmatics, this concerns the question of whether or not explicit metapragmatic information is provided to help the learners perceive and understand the target features more easily (Rose, 2005).
communicative competence, interlanguage
, and native language effect, as a starting point to discuss with teachers their perception of English teaching and learning in their classrooms.
However, in an investigation of CLI in L3 English as a Foreign Language (EFL) by L1 Spanish/Catalan learners with German as their first foreign language (L2), Sanchez (2011a) found that even at low levels of proficiency in the L2 her participants produced Interlanguage
Transfer (ILT) of VP headedness into L3 English.
The empirical evidence for the influence of the L1 in interlanguage
In the process of L2 acquisition, ELLs construct interim interlanguage
systems of knowledge and lexicons.
It is a widely accepted view in the area of second language acquisition that the L2 learner's interlanguage
has the status of a linguistic system in its own right.
Recently, an important domain of extensive study in L2 research has been the aspect hypothesis, investigating the development of temporal-aspectual systems in interlanguage
(see Andersen and Shirai 1996; Bardovi-Harlig 1999 for recent surveys of the approaches and findings of this research).