The paper titled "Interlanguage: A Case Study of a Korean Learner of Bangla" by A.K. M. Mazharul Islam investigates the interlanguage features in the spoken language of a Korean learner of Bangla. The study's primary focus is on identifying and analyzing the linguistic deviations in the learner's speech, specifically examining phonetic, morphological, and syntactic aspects.
The purpose of the study is to explore the nature of interlanguage exhibited by foreign learners of Bangla, with a particular emphasis on how their speech deviates from native Bangla speakers. The research aims to provide insights into the common errors and challenges faced by learners, contributing to the development of more effective language teaching strategies.
The methodology employed in this research involved collecting data through semi-formal interviews with the learner, named Mary, over a period of time. These interviews were recorded and transcribed for analysis. The analysis focused on identifying patterns of linguistic deviations, particularly at the phonetic, morphological, and syntactic levels.
Key findings of the study revealed that the learner's speech contained significant interlanguage features. Phonetic deviations included difficulty with aspirated sounds, while morphological errors involved incorrect suffix usage. Syntactically, the learner's sentences often exhibited issues with subject-verb agreement, tense sequence, and word order. These errors were attributed to factors such as first language (L1) interference, overgeneralization, and the transfer of training.
The study concludes that interlanguage is a persistent phenomenon in the process of second language acquisition. The learner's errors, while indicative of her developing knowledge of Bangla, also highlight the challenges inherent in mastering a new language. The research suggests that a better understanding of interlanguage can inform more effective teaching methodologies, allowing instructors to tailor their approaches to the specific needs of learners. Additionally, the study emphasizes the importance of viewing learner errors as a natural and necessary part of the language learning process, rather than as failures to be immediately corrected. This perspective can lead to more supportive and effective language instruction.