त्वरित लिंक्स
English Language
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In a multilingual and diverse English language classroom, educators frequently encounter various learner difficulties, including mother tongue influence (interlingual interference), developmental errors (intralingual overgeneralization), and fossilization. Consider the following pedagogical scenarios:I. A student consistently places adjectives after nouns (e.g., 'car red') because their primary language follows that syntactic structure.II. A student who previously mastered past tense markers begins saying 'goed' and 'sheeps' after learning regular rules.III. A long-term immigrant learner persistently omits third-person singular '-s' markers in spontaneous speech despite explicit correction and advanced vocabulary acquisition.Which of the following options correctly aligns each scenario (I, II, and III) with its corresponding psycholinguistic concept in second language acquisition?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
In second language acquisition and diverse classrooms, learner language (interlanguage) exhibits different types of deviations. Scenario I illustrates interlingual interference (or language transfer), where native language habits influence target language production. Scenario II demonstrates an intralingual overgeneralization error, where the learner applies newly acquired target language rules too broadly. Scenario III depicts fossilization, a phenomenon identified in Wikipedia Reference where incorrect linguistic forms become permanent features of a speaker's interlanguage despite continued exposure and instruction.
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