Introduction
This is a report on the analysis of second language learning (SLA) and the link between SLA theories and language production. We are going to analyse the interlanguage of a student from a non-English speaking country, Uzbekistan. We start by studying a short video recording Saida’s IELTS speaking session. The purpose of this analysis and report is to apply our understanding of SLA theories to a practical example of a foreign learner performing her target language. Her speech is fully transcribed for collecting and analysing data. We break down the report into two major sections.S In the first part, we evaluate and examine Saida’s interlanguage in terms of her vocabulary, grammar and pronunciation. Specifically, her errors will be identified and explained according to relevant SLA theories. In the second part, we will offer some advices to help Saida improve her speaking skill.
Learner language analysis
By studying the video, some positive aspects of Saida’s English are recognized. In general, Saida showed a good understanding of all questions asked by the interviewer. She attempted to present her responses with clear ideas. Noticeably, her strength on pronunciation enables her to communicate successfully during the test. For instance, she is skillful at pronouncing ending sounds which is usually neglected by foreign learners. Furthermore, she is able to use a wide range of English structures such as relative clauses (that, which), use of words indicating cause and effect (because, so) and past tense. We recognize that Saida is also an active learner as she asked the interviewer to clarify his question in Section 3 of the test.
Besides positive aspects, Saida showed her lack of language competence by making some common errors as shown in the table below.
Section 1
Non-target form
Target form
Error explanation

Because our underground stations are very popular with its architecture design
with their architecture ...