Learner Language in Second Language Acquisition

This book is a brief but comprehensive introduction to the issues of interlanguage or learner language in second language acquisition. This is intended for a broader audience of second language learners, practitioners, teachers, and researchers. Therefore, this book is suitable for those who have interest in second language acquisition teaching and learning as well as second language acquisition research. The goals in writing this book are to provide a basic knowledge about English as a second or foreign language, how second language is acquired, how second language learners proceed or develop their second language. Another goal of this book is to provide stimulation to the interest in studies of second language acquisition or learning. Particularly, this book tries to provide several questions dealing with second language.

All these issues are presented in this book within four chapters and each chapter costs of some sub-topics.  Chapter one introduces the second or foreign language learners about aspects they need to know about English as a second or a foreign language. This chapter consists of four sections, namely: second language acquisition, English as a global language, the hurdle of English for EFL learners, language, culture, and intercultural communication. Chapter two describes learner language features. It introduces the learners about particular features which usually occur in the language of second of foreign language learners. These interlanguage features are inherent in their learning process. This chapter consists of   which includes five sections, namely: learner error in learner language, native language transfer in learner language, systematicity in learner language, and variability in learner language, learner language corpus, and dynamicity in learner language. Chapter three presents learner language that is viewed from the perspective of pragmatic studies, widely known as interlanguage pragmatics. It studies the language of second language learners in its relation to second language acquisition in social context. So, two theoretical pillars are employed here are the pragmatics theory and second language acquisition theory. Chapter three includes three sections, namely: pragmatic competence in second language acquisition, studies in learner language pragmatics, and discourse completion task as instrument to collect oral data commonly used in interlanguage pragmatic studies.