Relevance of the study of interlanguage to teaching EFL at the tertiary level

Table of Contents

Introduction

Method

Subjects

Instrumentation

Oxford Placement Test

Free Composition Test

Speaking Test

Data collection and analysis

Presentation and interpretation of the findings

Pre-programme linguistic level

Pre-programme linguistic deficiencies of the experimental group

Test of Grammatical Structures

Test of Reading and Listening Skills

Free Composition Test

Speaking Test

Post-programme linguistic level

Post-programme linguistic deficiencies of the experimental group

Conclusions and suggestions

Research Objectives and Themes

This study aims to investigate the relevance of analyzing the interlanguage of tertiary-level students learning English as a foreign language (EFL) to improve pedagogical outcomes. The core research question addresses whether a syllabus designed based on specific error analysis and identified linguistic deficiencies leads to greater proficiency gains compared to a standard, pre-planned curriculum.

• Theoretical analysis of interlanguage development and cognitive processes.
• Comparative analysis of experimental and control groups using standardized testing.
• Identification of pre- and post-programme linguistic deficiencies.
• Evaluation of syllabus design based on learner-specific error analysis.
• Development of pedagogical recommendations for tertiary EFL instruction.

Excerpt from the Book

Summary of Chapters

Introduction: This chapter defines the concept of interlanguage as an evolving system of learner knowledge and establishes the research goal of testing its relevance in a tertiary EFL context.

Method: This section details the experimental design, including the selection of experimental and control groups, and describes the instruments used: the Oxford Placement Test, a Free Composition Test, and a Speaking Test.

Presentation and interpretation of the findings: This chapter presents the pre- and post-programme data, highlighting the significant proficiency improvements of the experimental group compared to the control group.

Conclusions and suggestions: This final chapter synthesizes the results, confirming that studying interlanguage is highly relevant for effective syllabus design and provides specific pedagogical recommendations for teachers.

Keywords

Interlanguage, relevance, teaching EFL, tertiary level, language acquisition, error analysis, linguistic competence, communicative competence, syllabus design, pedagogic recommendations, second language learning, proficiency assessment, cognitive processes, linguistic deficiencies, experimental research.

Frequently Asked Questions

What is the primary focus of this research?

The research focuses on the relevance of studying the "interlanguage"—the unique linguistic system developed by foreign language learners—to improve English language teaching at the university level.

What are the central themes of the work?

The central themes include the nature of interlanguage, learner error analysis, the impact of custom-designed syllabi, and comparative linguistic assessment between different student groups.

What is the main research question or goal?

The goal is to determine if teaching programmes based on the specific analysis of a learner's interlanguage are more effective at improving English proficiency than standard, generalized language programmes.

Which scientific methods are applied?

The study uses an experimental research design, utilizing an experimental and a control group, alongside quantitative data collection via the Oxford Placement Test, Free Composition, and Speaking tests.

What is covered in the main body?

The main body covers the theoretical background of interlanguage, the methodology of the study, detailed data analysis of pre- and post-programme linguistic performance, and the detection of specific student errors.

What key terms characterize this study?

The study is characterized by terms such as Interlanguage, EFL, Tertiary Level, Error Analysis, Pedagogic Recommendations, and Linguistic Competence.

How does the author define interlanguage in this context?

The author defines it as an interim, individual, and unique system of grammar constructed by learners, which is in a constant state of flux as they progress toward the target language norms.

What does the study suggest regarding syllabus design?

The study suggests that syllabi should not be static but rather informed by the ongoing analysis of the learners' interlanguage to address their specific linguistic needs and deficiencies.

What was the key difference between the experimental and control groups?

The experimental group was taught using a syllabus specifically designed to address their identified errors, whereas the control group followed a standard, pre-planned programme.

What are the practical implications for EFL teachers?

Teachers are encouraged to view student errors as valuable data, enabling them to better understand their students' current knowledge and to implement more targeted remedial instruction.