L2 SPANISH ACQUISITION – GALLICISMS IN ROMANIAN LEARNERS’ INTERLANGUAGE

THE COMPLEX PROCESS OF ACQUIRING SECOND / FOREIGN LANGUAGES LEADS TO THE CREATION OF A TRANSITIONAL SYSTEM, CALLED INTERLANGUAGE, THAT INCLUDES A WIDE VARI ETY OF ELEMENTS AND RULES BELONGING TO THE LEARNER’S MOT HER TONGUE OR OTHER LANGUAGES. IN THIS ARTICLE, WE ANALYSE THE ROMANIAN LEARNER S’ INTERLANGUAGE FRO M THE ANGLE OF FRENC H- SPANISH INTERFERENCE , IN ORDER TO UNDERS TAND THE PHENOMENON AND, CONSEQUENTLY, IMPROVE THE TEACHING -LEARNING PROCESS BY PROVIDING EFFICIENT INPUT AND FEEDBACK. INTERESTINGLY, APART FROM THE INTERFEREN CE OF SPANISH (L2) A ND ROMANIAN (STUDENT S’ L1), IN THE CORPUS THAT W E INVESTIGATED WE CO ULD TRACE A GREAT DE AL OF GALLICISMS (FRENCH ORIGIN ELEMENTS) AT ALL LEVELS: PRONUNCI ATION, SPELLING, VOC ABULARY, MORPHOLOGY AND SYNTAX. THUS, WE CAN CLAIM THAT FOREIGN LANGUAGE ACQUISITION CAN BE INFLUENCED N OT ONLY BY THE LEARNER’S L1, BUT ALSO BY OTHER FOREIGN LANGUAGES MASTERED BY THE STUDENT. THE INTERLANGUAGE IS THE RESULT OF THE COGNITIVE PROCESS OF OVERGENERALISATION, FALSE ANALOGY AND TRANSFER . BY UNDERSTANDING T HESE FEATURES OF INT ERLANGUAGE, FROM A THEORETICAL POINT OF VIEW, TEACHERS AND EVALUATORS CAN CORRE CT THE DEVIANT USE OF LANGUAGE THROUGH PRA CTICE, ACTIVITIES, D ETAILED AND CONTRAST IVE EXPLANATIONS, IN PUT AND CORRECTIVE FEEDBACK.

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