The transitory nature of interlanguage, seen as a temporary linguistic system of a foreign language learner, requires the use of methodologies that go beyond the narrow framework of compliance with the norm. In this article, we aim to present a methodology for analyzing the lexical diversity of interlanguage, using the CTTR index. We will also present the results of a pre-test that applies this approach to the language production of international RFL students.
This article sets forth a brief methodological framework for analyzing mental micro-representations of international RFL students’ representations of the host language and culture, together with their linguistic and cultural identity. In the absence of an authentic socio-cultural competence by the two involved parties – teacher and student – one can merely take note of the challenging nature of establishing an open cultural dialogue; this notion is the cornerstone of our attempt to understand how this competence works. The questionnaire we propose can be a beneficial and effective tool in the development of communicative and intercultural competences.
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