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the main or the key concept here is SLA, which is the study of how people acquire a second language other than their mother tongue. one of the branches is INTERLANGUAGE. the term interlanguage was coined by Larry Selinker in 1972. It i s a unique linguistic system, neither l1 nor l2. it is something in between. It has to do with the production of the learner in terms of oral discourse or written discourse. It is flexible, dynamic under permanent construction, it has some characteristics that are common to all languages, for example produce certain things earlier than other, or to make certain kinds of mistakes and errors.  A main characteristic of interlanguage is that it fossilizes.FOSSILIZATTION: It is the process in which incorrect language becomes a habit so when a person fossilizes, the person stops learning.  another brunch to the psycholinguistic processes:OVERGENERALIZATION rid of.RANSFER of  TRAINING: well also called induced errors because the learner applies rules learned from the teacher or textbooks. A learner thinks that the past perfect is the past  past, the learner may say my grandfather had came from italy in 1990. TRANSFER: can be positive or negative. positive can be use of passive voice cause in spanish we have a similar structure with english  son this can be a positive transfre and NEGATIVE, For instance, I have 10 years old.  (applying the rule of Spanish of the l1) so that a negative tranfer. and communicttion strategies 

 Another branch leads to social aspects affecting interlanguage well the first one is stylistic continuum proposed by Tarone. If we put interlange in a continuum we have the vernacular, when we talk to a friend, we don’t pay attention to form, but in a formal context we use the careeful style, when we are talking to a teacher or a boss.

Another social aspect when people interact, for example, they accommodate . so Accomodattion theory implies the idea of convergence and divergence, depending on the interlocutor,  if it is similar to the interlocutor it is called convergence on the other hand if it is different it is called divergence.

there is also, the acculturation model by Schumman. This ACCULTURATTION model is a way of describing how an individual adapts to a new culture and that adaptation let’s say will be facilitated or impeded depending on how big the distance is. it deals with social distance/factor and psychological distance. so these factors can influence our success or not. here there is social dominance, integration: this means less integration_more distance, what else enclosure has to do with little or no interaction with members of the target language, then integration, that means learner group less united=less distance, then there is size which deals with the bigger the group, the bigger is social distance as well, cultural congruence means that the less alike 2 cultures are, the less cultural congruence, then attitude is vital positive attitude is key to language success and length of stay.  and the psychological factors such as motivation. intrinsic: motivation that comes from inside. he ir she is motivated by the enjoyment of learning.motivation can be extrinsic: motivation comes from outside. for instance the need to pass an exam o a future travel or INSTRUMENTAL motivation: for example, HE/she using a language so as to get or achieve a promotion. last but not least INTEGRATIVE. because she or He loves the language. there is an admiration of the target language CULTURE SHOCK: If the culture of the l1 is too different from l2, culture shock is going to be negative, affecting the acquisition process for the worse.

It is connected to the analysis of ERRORS AND MISTAKES. On the other hand, MISTAKES reflect occasional lapses in performance, they occur because the learner maybe is nervous so she/he is unable to perform what she or he knows. On the one hand, ERRORS reflect gaps in a learner’s knowledge, they occur because the learner does not know what is correct. Errors are systematic and universal, HERE UNIVERSAL IS connected to OVERGENERALIZATION: It is when the learner applies a rule in a context where it shouldn’t be applied. students overgeneralize forms that they find easy to learn and process. UNIVERSAL because many of the errors that are present while a student is learning a language can be found in the acquisition of other languages, Japanese, English among others. for example, all learners go through overgeneralization process, it’s a necessary step.   NOW going back to errors If the learner consistently makes the same mistake over and over again, this would indicate a lack of knowledge. THEN THERE’S ANOTHER BRANCH CONNECTED TO ERROR EVALUATION IT LEADS TO GLOBAL ERRORS:taffects the overall sentence structure.These errors violate the overall structure of a sentence and for this reason may make it difficult to process 

LOCAL ERRORS: only one constituent is being affected 

MORPHOSYNTACTIC errors: these are grammar mistakes, for example, tenses, word order EXAMPLE: WOMANS,  

PHONOLOGICAL ERRORS: mispronunciations of words,  suprasegmental mistakes such as those of stress, intonation,rhythm estudents, students, eschool 

LEXICAL ERRORS: These involve vocabulary used incorrectly, Inserting L1 term when an English word is not known for example the clock is now ten. 

SYNTACTIC ERRORS are error in word order, subject verb agreement 

SEMANTIC ERRORS: deal with misunderstandings and mistakes that confuse the meaning of the conversation.

PRAGMATIC ERRORS: Involves register and non-verbal mistakes such as gestures

sources of errors: WE HAVE INTRALINGUAL AND INTERLINGUAL: 

INTERLINGUAL: Interlingual errors are caused mainly by mother tongue interference. 

L1 ‘interference’ student’s L1 and the l2 that they are learning come into contact with each other, so there are often confusions which provoke errors in a learner’s use of English. for example the learner says I had hungry  instead of I was hungry  WHEREAS INTRALINGUAL or developmental errors are due to the difficulty or misuse of the L2 or target language. AND MORE BRANCHES CONNECTED TO 

SIMPLIFICATION: The use of simple forms instead of more complex ones. For example, the use of simple present instead of the present perfect continuous

FOSSILIZATION: These errors persist for long periods of time and they are difficult to get rid of.

AVOIDANCE: Avoid certain type of structure you are not comfortable FAULTY TEACHING, FALSE CONCEPTS, INADEQUATE LEARNING 

KRASHEN agrees with chomsky when we  ACQUISITION happens  IN L1: it happens naturally, gradually,  imput from the environment, interaction with the family, they collaborate with the acquisition of our l1

SEQUENCE OF AQQUISITION:  It is an order or stages within the same grammatical topic. It is linked to the u shaped course of development. for example when learners are learning irregular verbs in the past. fist they say Ate that is a result of imitation, then theres a sort of regression eated and finally they reproduce ate, and this on is the rsult of aquisition.

ORDER OF ACQUISITION: this means that there is a naturaal order that learners follow. for example “ing” is one of the first things that they acquire on the other hand the “s” in verbs is the last item to be acquired 

LEARNING it implies the idea of a teacher, a board in a classroom setting. teaching grammar. (intentional learning)

AQUIRING THE LANGUAGE: immerse in the culture, picking up the language that you hear.( incidental learning)