In applied linguistics, learners’ ignorance or lack of proficiency is considered to be the main cause of interference. According to the so-called ignorance hypothesis, it is not the result of competing language rules or inhibition processes but simply a failure to learn a new rule (Newmark, 1966, Krashen 1977; Corder, 1973).
Research shows that the degree of interference depends on language proficiency and that advanced learners have better inhibitory control over the language they are fluent in (de Bruin, 2023, p.14). According to Lee (2022), “when producing in a typologically similar language pair, the higher proficiency there is in both languages, the more possible it is for the learner to inhibit unwanted forms in the non-target language” (p. 3340).
What can you do about it?
How to identify your proficiency level:
- Online C-test
- Duolingo Test C-Test English Exercises
- Test your English, French, German and Spanish
- LexTale tests for English, Dutch, German
How to set up goals and areas for improvement:
- How to Hit Your 2023 Language Learning Goals (in 6 Simple Steps)
- The Goldilocks Technique: How to Set Language Goals that Are Just Right
- Setting Smart Goals for Language Learning: The Key to Success
- Setting Language Goals with English Language Learners
- Meaningful Language Learning Goals
- How can you measure your progress and track your achievements in language learning?
- Language Learning Goal Setting Template
References for further reading:
- Corder, S.P.M. (1973). Introducing applied linguistics. Penguin Books, London.
- De Bruin, An., Hoversten, L. J., Martin, C. D. (2023). Interference between non-native languages during trilingual language production. Journal of Memory and Language, 128, https://www.sciencedirect.com/science/article/pii/S0749596X22000730#b0085 accessed June 27 2023.
- Krashen, S.D. (1977). The Monitor Model for adult second language performance. In Burt, M. H. Dulay & M. Finocchiaro (eds.) Viewpoints on English as a Second Language. New York: Regents publishing Company, 152-161.
- Lee, Y.-Y. (2022). A conceptual analysis of typological distance and its potential consequences on the bilingual brain. International Journal of Bilingual Education and Bilingualism. 25(9), 3333–3346.
- Newmark, L. (1966). How not to interfere with language learning. Language Learning: The Individual and the Process. International Journal of American Linguistics, 40