过渡语（Interlanguage)浅析

By 邱如春. 2002

746 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0d01343f7cd0a802679d7b0ab1dcf57fab36e694

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Citations in the corpus

Fossilization in steady state L2 grammars: Persistent problems with inflectional morphology (2003, background): “In some of the earliest work on interlanguage, a phenomenon known as FOSSILIZATION was identified (Selinker, 1972).”
The Routledge handbook of English language teaching (2018, background): “Similarly, CL (Langacker, 1987, 1991) also considers meaning central in language, but it differs in that it considers human cognition key in the understanding and use of language.”
Language as a Complex Adaptive System (2000, background): “Co-occurrence patterns and their probabilities shape L2 interlanguage (Selinker, 1972) as learners engage in on-line processing of linguistic stimuli.”
APE at Scale and Its Implications on MT Evaluation Biases (2019, result): “This is in line with research from the professional translation community, which has seen various works investigating both systematic biases inherent to translated texts (Baker, 1993; Selinker, 1972), as well as biases resulting speciﬁcally from interference from the source text (Toury, 1995).”
Assessing Critical Thinking in the Writing of Japanese University Students (2001, methodology): “Contrastive analysis, as this approach came to be known, was later supplemented by error analysis (Corder, 1974) and interlanguage (Selinker, 1974), which contends that the learner is continually creating and testing new hypotheses of how a language works (Connor, 1996).”
Transfer of sentence processing strategies: A comparison of L2 learners of Chinese and English (2001, background): “This is not true for traditional competence models, where in-between states can only be described in terms of a presence or absence of rules (e.g., Selinker, 1972; Selinker, Swain, & Dumas, 1975).”
Error Correction: Students’ Versus Teachers’ Perceptions (2005, background): “The new contributions of psycholinguistics (Selinker, 1972, 1992), introducing the concept of Interlanguage, showed the limitations of contrastive analysis, giving rise to a paradigm called error analysis, in which the L1 played second fiddle.”
Own-language use in language teaching and learning (2012, background): “Early SLA claims that a natural order of acquisition would be followed by all learners of English whatever their own language (Krashen 1982), and that first language interference was only a minor cause of error (Selinker 1972), dealt a formidable blow to the apparently commonsense view that syllabus”
Age and Second Language Acquisition and Processing: A Selective Overview (2006, background): “The prevailing view was that nativelikeness, if ever observed, was so rare as to be of no relevance to L2A theory (e.g., Bley-Vroman; Selinker, 1972).”
Translationese and Its Dialects (2011, background): “…1993) have emphasized general effects of the process of translation that are independent of source language and regard the collective product of this process in a given target language as an „interlanguage‟ (Selinker, 1972), „third code‟ (Frawley, 1984) or „translationese‟ (Gellerstam, 1986).”
Hi-LAB: A New Measure of Aptitude for High-Level Language Proficiency (2013, background): “Estimates of the number of people who reach such high proficiency vary from zero (Abrahamsson & Hyltenstam, 2008, 2009; Long, 2005, 2007, in press) to a maximum of about 5% of learners (Selinker, 1972).”
Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism (2011, background): “…more than a third of the bilingual participants were unambiguously rated as native speakers.7 Although the proportion of L2ers identified as achieving nativelikeness varies across studies, most investigations locate it around or below the 5% norm originally proposed by Selinker (1972).”
On the features of translationese (2015, background): “Toury (1979) takes on the concept of interlanguage (Selinker, 1972) to define interference as a universal.”
Error Analysis of Written English Essays: The case of Students of the Preparatory Year Program in Saudi Arabia (2013, background): “The term "interlingual was first introduced by Selinker (1972).”
Transfer of Learning Transformed. (2013, background): “Of course, researchers interested in second language learning are familiar with both the concepts of positive/negative transfer and of induced transfer of training errors (Selinker, 1972).”
Language Is a Complex Adaptive System: Position Paper (2009, background): “Cooccurrence patterns and their probabilities shape L2 interlanguage (Selinker, 1972) as learners engage in online processing of linguistic stimuli.”
Analyzing Late Interlanguage with Learner Corpora: Québec Replications of Three European Studies (2003, background): “A concept that has held up well from 1970s second language acquisition (SLA) theory development is interlanguage (IL; Selinker, 1972), according to which learner language displays systematicity and opportunity for intelligent intervention rather than random error.”
Gender assignment and gender agreement in advanced French interlanguage: a cross-sectional study (2001, unknown): “The phenomenon could be an effect of teaching and might thus be an illustration of what Selinker (1972) calls ``transfer of training''.”