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Part 1 Introduction

1.1 The problem
In the field of second language acquisition, the study of interlanguage hasattracted the attention of more and more researchers. Since Selinker firstly putforward the term “interlanguage” in 1969, other scholars began to deeplyinvestigate this term as well. Interlanguage is independent of the first languageand the target language from various aspects.Scholars described the same linguistic phenomenon by use of various terms. Forexample, Nemser proposed the concept of “proximal system”. Corder (1971) putforward the terms of “dialect” and “transitional words”. Although all of theseterms are different, Ellis (1985) pointed out that these concepts put forward bydifferent scholars are related but absolutely different. Firstly, interlanguage refersto learners build the structure system at any stages of development of languageitself. Secondly, it refers to “built-in” outline of chain system called by Corder(1967).In the late 1960s and early 1970s generally researchers held that interlanguagewas systematic. Although afterward interlanguage was developed in various ways,researchers still focused on the systematicity of inter-language.Aside from Chomsky’s point of view, Corder in 1973 proposed that the data oflearners’ language can be achieved in the various ways. However, researchersfound that the structure of interlanguage seems to have changed when instigatinginterlanguage according to the data of Corder especially the data from thedifferent tasks. The systemacity and variability of interlanguage are unified andcontradictory. Thus the variability of language brought a few embarrassments forresearchers who tried their best to testify interlanguage highly consistent andsystematic. Therefore, it is extremely urgent to explain the variability ofinterlanguage in the field of second language variation. In the 1970s and 1980s,researchers developed several classifications of interlanguage variation from theperspective of sociolinguistics and second language acquisition. There are stillsome shinning points of interlanguage variation worth further exploration. Inorder to penetrate into the causes of interlanguage variation, we should turn itinto the multi-factor’s perspective, and pay more attention to the intra-languagefactors and the extra-language factors’s influence on interlanguage variation. Sothis paper wants to give the study on interlanguage variation of Chinese Englishin the multi-factor’s approach.
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1.2 Research Questions and Objectives
As mentioned previously, although researchers had the common view thatinterlanguage variation would occur in different situations and different tasks;they still had not full knowledge of causes of interlanguage variation and thevariable rules. Some factors of interlanguage variation have been testified.However, it can not mean there are not any other reasons. Just some reasonswhich are possible to vary the variable performances of the learners have notbeen proved by experiments and not convincing. In addition, most of studies justpaid more attention to the single factor’s influence on the interlanguage variationof Chinese English Learners. Few studies are concerned with the multi-factor’sinfluence on the interlanguage variation or interaction of these factors. Onlywhen the study about interlanguage variation reaches a certain level and form an本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。