Use of ¿Have¿ in Written English in an Interlanguage Perspective - ESL - Prasadika Lakshani, W.G. Janani
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The grammatical structures and meanings in English writing of second language (L2) learners are often viewed as "errors" in a negative light when they are not compatible with the rules of the target language (TL). However, the interlanguage(IL) (Selinker,1972) norm takes an alternative approach towards interpreting learner errors viewing them as essential proof of active participation of learners in the learning process(Frith,1978).Further, according to the IL theory learner errors can be used as a diagnostic tool to understand the learner psychology behind the ungrammatical uses. The study…mehr

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Produktbeschreibung
The grammatical structures and meanings in English writing of second language (L2) learners are often viewed as "errors" in a negative light when they are not compatible with the rules of the target language (TL). However, the interlanguage(IL) (Selinker,1972) norm takes an alternative approach towards interpreting learner errors viewing them as essential proof of active participation of learners in the learning process(Frith,1978).Further, according to the IL theory learner errors can be used as a diagnostic tool to understand the learner psychology behind the ungrammatical uses. The study aims to analyze idiosyncratic uses of language in English writing of Sri Lankan second language learners with regard to the main/auxiliary verb "have", in an interlanguage perspective with special reference to learner pragmatics.
Autorenporträt
W.G.J Lakshani , (B.A, M.A(Ling.) (Kelaniya) , (CELTA) is an English language teaching professional who believes in the capacity, class room oriented research has towards analysis of language perception in second language learners. She has eight years¿ experience in teaching different genres of English to undergraduates as a second language.