Abstract
Many second language (L2) researchers hold that language learners construct an internalized interlanguage grammar on the basis of available linguistic data. This entry deals with the learner's knowledge of the target language's sound system and our current understanding of the way in which adult second language learners acquire interlanguage phonologies. Several factors known to shape this process are discussed, such as native language (L1) transfer, target language (TL) input (including orthographic (written) input), typological markedness (dealing with universal preferences across the world's languages for certain linguistic forms), age, and L1/L2 use. Finally, the pedagogical implications of these key theoretical and empirical findings are discussed, as are some directions for future work bridging the gap between research on interlanguage phonology and classroom applications.
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