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1. The core of the interlanguage phenomenon and its peculiarities.
The term of “interlanguage” was developed by Selinker (1972) in the context of cognitive 
process of L2 acquisition, the meaning of which is mixed code, where a target language lays over 
mother tongue, as a consequence of it leads to mix some elements of the both languages. Thus, the 
interlanguage phenomenon refers to development stages involved in moving from L1 to L2 (FL). 
The analysis of academic literature shows that the concept of interlanguage can be identified from 
the point of approximated system (Nemser, 1971), or subordinate bilingualism (Vereschagin, 1969), 
or idiosyncrative dialect (Corder, 1971).
Approximation system means learners’ language system developed in his mind, or language that 
“emphasizes the successive approximation of the learners output to the target language” (Brown, 
2007. p. 376). In turn, subordinate bilingualism is exists in second language acquisition when one of 
the languages is dominated, that leads to interference of this language in using other one. Moreover, 
Corder introduced the term of “idiosyncratic dialect” to explain individuals’ specific language that 
constructed according to their ability and perception of the target language features. In other words, 
in the process of language acquisition the learners develop their own language system (in accordance 
with Nemser’s ideas) specified with own characteristics and its independence from the contacted 
languages (Galskova, 2005. p.57). After Corder we can say that errors are idiosyncrasies in the 
learners interlanguage and constitute as deviations from the norms and rules of the native speakers. 
Just errors analysis attempts to describe learners’ interlanguage specificity (i. e. learners’ version of 
the target language).
Hence, interlanguage is associated with results of interference with negative effect, it can be seen 
in the learners speech owing to various errors. However while learning and amplified practice from 
one stage to other the interference is decreasing and learners’ language system is approximating to 
the language norms of the native speakers.