In Search of Systematicity in Interlanguage Production

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Abstract
This study evaluates a working hypothesis held by a number of second-language researchers that second-language learners progress in their acquisition of target language structure by observing regularities in their input, implicitly forming hypotheses, testing those hypotheses against further input, and revising some while dropping others as a result of their fit with the input. The study considers four possible sources for variability encountered in learner language: (1) the situation(s) in which particular forms are produced; (2) the learner's encoding and decoding capabilities; (3) the target language itself, whereby systematicity at one level may leave variability at another; and (4) the analyst and procedural decisions that may effect the perception of variability. The study concludes that the analyst's task must match in complexity that of the language learner if the fullness of the learner's accomplishments is to be captured accurately.

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