Interface hypothesis

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The interface hypothesis in adult second language acquisition is an attempt to explain non-target-like linguistic behavior that persists even among highly advanced speakers. The hypothesis was first put forward by Antonella Sorace.^[1]

The hypothesis posits that for adult second language learners, acquiring grammatical properties within a given linguistic area, such as phonology, syntax, or semantics, should not be problematic. Interfacing between those modules, such as communicating between the syntax and semantic systems, should likewise be feasible. However, grammatical operations where the speaker is required to interface between an internal component of the grammar, and an external component, such as pragmatics or discourse information, will prove to be very difficult, and will not be acquired completely by the second language learner, even at very advanced levels.

Examples of phenomena argued to be influenced by the interface hypothesis include use of overt vs. null subjects, as well as use of subject placement before or after the verb to mark focus vs. using prosody, in languages like Italian by native English speakers.^[2]

Sorace, A. (2011). Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism, 1(1), 1-33. [1]
Sorace, A. and Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research: 339-368.
Tsimpli, I.M. and Sorace, A. (2006). Differentiating Interfaces: L2 performance in syntax-semantics and syntax-discourse phenomena. BUCLD Proceedings 30: 653-664.
Sorace, A. (2003). Near-Nativeness. In M. Long and C. Doughty (eds.), Handbook of Second Language Acquisition, 130-152. Oxford: Blackwell.

v t e Second-language acquisition
General	Outline Common misconceptions
Subfields	Attrition Classroom research Education Phonology Writing
Learners	Multilingualism Heritage language Multi-competence
Learner language	Contrastive analysis Contrastive rhetoric Error (linguistics) Error analysis Error treatment Interlanguage Silent period
Linguistic factors	Language transfer Linguistic universal Word lists by frequency
Individual variation	Language-learning aptitude Critical period hypothesis Motivation Willingness to communicate Foreign language anxiety Metalinguistic awareness
Strategies	Language learning strategies Communication strategies Code-switching Good language learner studies
SLA hypotheses	Competition model Comprehensible output Connectionism Dynamic Systems Theory Generative second-language acquisition Input hypothesis Interaction hypothesis Interface hypothesis Interface position Noticing hypothesis Processability theory Order of acquisition Skill-based theories
In the classroom	Focus on form Input enhancement
Aptitude tests	MLAT DLAB PLAB CANAL-F
Notable researchers	Alderson Argüelles Bialystok Carroll Crossley Csizér Cumming de Bot Brown Bygate Corder van Dijk Dörnyei Ellis Ellis Ervin-Tripp Flynn Gass van Geert Green Grosjean Guardado Harding Jarvis Johnson Kormos Krashen Kroll Larsen-Freeman Li Long Lowie Mackey MacWhinney Manchón Marian Matsuda Matthews Meisel Myers-Scotton Nation Ortega Pica Polio Pimsleur Rivers Schmidt Schmitt Silva-Corvalan Slobin Storch Swain Terrell Ullman Vaid VanPatten Verspoor White Wray Yip
Associations	European Association for the Teaching of Academic Writing EUROSLA
Computational tools	Coh-Metrix L2 Syntactic Complexity Analyzer
Journals	Applied Linguistics Bilingualism: Language and Cognition Language Learning Language Testing Journal of Second Language Writing System TESOL Journal TESOL Quarterly The Modern Language Journal

References

^ Doughty, Catherine (2003). Handbook of Second Language Acquisition. Oxford: Blackwell. pp. 130–152.
^ Belletti, Bennati and Sorace (2007). "Theoretical and developmental issues in the syntax of subjects: Evidence from near-native Italian". Natural Language and Linguistic Theory. 25 (4): 657. doi:10.1007/s11049-007-9026-9.

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