Let us start by giving you the reasons for postulating a generalization. saying that this task involves some theories and researches which support the relationship with the learning, teaching and acquiring of the foreign language, if we regard SLA, in linguistic and psychologist aspects, it has proposed the general linguistic systems, and the learner’s specific language performance, where is possible examine the contrastive analysis to reveal the form and use that the learner is doing of the target language, analysis the errors and give feedback, and also, the formation of the interlanguage in a learner is affected in the way of receiving, processing and producing, with all its characteristics, if we analyze this task, it is based on the ideas to develop, form, and influence interlanguage by social, and psychological factors.
According to the behaviorist, mentalist, and psycholinguist models of language (1960) as an innate, creative and rule-governed process. Every theory refers that interlanguage is the midway between the mother tongue and the target language. Corder (1967) concluded that the language produced by the individual who learns an L2 may be seen as a new system with its own specific grammar. Larry Selinker (1972) regards interlanguage as the use to describe the language system that results from language learning.
Where it is possible to combine the theory and practice mediated by the interaction, like something dynamic. But, our intention here is to give you an explanation about interlanguage generalization, in the errors that are showed in the task above, then, looking the task in Long’s view, the learner shows some persistence of the same errors for often quite lengthy periods. It may be think that the learners of the target language, in some of the bold words, have already formulated arrangement in the brain, in accordance with certain maturational stage, and they have formed their interlanguage and may be have followed the natural order of acquisition, common to all the individuals who learn the L2.
