Restructuring

Restructuring (McLaughlin, 1990) refers to qualitative reorganizations of the learner's internal representational system — moments when the interlanguage undergoes fundamental change rather than incremental improvement. It complements automatization: while automatization makes existing routines faster, restructuring changes the underlying system itself.

U-shaped Development

The hallmark of restructuring is U-shaped behavior: (1) correct performance, (2) apparent regression, (3) restored correct performance at a higher level of organization. The classic example is English irregular past tense — a child or L2 learner correctly produces went, then overgeneralizes to goed as they internalize the regular past tense rule, then finally restores went within a rule-governed system that also handles exceptions.

This pattern reveals that the Stage 2 "errors" are not failures but evidence of a more powerful system being constructed. The learner has moved from memorized chunks to a productive rule — one that temporarily overapplies.

Mechanism

As new knowledge enters the system through practice or input, it can destabilize existing representations. Items moving from short-term to long-term memory may disrupt components that previously appeared stable. The result is temporary performance decrements that precede qualitative leaps in competence.

Implications

Restructuring challenges linear models of progress and argues against interpreting temporary regression as lack of learning. A synthetic syllabus that expects steady gains after each lesson misreads the nature of interlanguage development. Teachers who understand restructuring will recognize apparent backsliding as a potentially positive developmental sign.

References

• McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11(2), 113–128.
• Lightbown, P.M. (1985). Great expectations: Second-language acquisition research and classroom teaching. Applied Linguistics, 6(2), 173–189.