The use of interlanguage by first-year English language students at the University of Limpopo

Abstract

Interlanguage (IL) is a phenomenon that occurs in different language learning contexts including institutions of Higher Education (HE) were English is used as a language of tuition in South Africa (SA). This study researched the IL of first-year English language students at the University of Limpopo (UL) within Polokwane Municipality in Limpopo Province (LP). The research design was explanatory, and a qualitative approach was used. Through interview sessions with first-year English language students and lecturers responsible for teaching these first-years, important insights into the dynamisms of IL in practice were gained. Some of the key findings of this explanatory study was that first-year English language students were unable to communicate effectively in L2, hence, the IL traits manifested in students’ communication. This enhances some understanding of the challenges they experience inside and outside the classroom. The study re-asserts that IL hampers the students’ optimal participation in the target language learning process. The study further highlights that students’ inadvertent use of IL affect their command of the Language of Learning and Teaching in an English language learning environment. This study has also revealed that although lecturers regard IL as an important teaching and learning resource, they do not seem to hone in IL use in a bid to improve the English language students’ performance and mastery of the Language of Learning and Teaching at first-year level.