FOSSILIZATION

Fossilization in Second Language Learning

Abstract

Fossilization is a phenomenon which exists in second language learning and is not restricted to a particular language. Second language learners reach a stage where they are not able to apply the correct rules to the target language. Researchers have not been able to develop specific techniques to overcome fossilization. However, there are some strategies which may help second language learners overcome fossilization.

Keywords: Target Language, Inter-Language

Table of Contents

Abstractii

Introduction1

Discussion2

How Does Fossilization Develop?2

Characteristics of Fossilization2

Ways to Overcome the Effects of Fossilization3

Memorization3

Large Print Bilingual Textbooks3

Simple Grammar Charts3

Working One on One4

Colors4

Journals5

Using Problem to Solution Orientation5

Specific English Instruction5

Visuals6

Conclusion6

References7

Fossilization in Second Language Learning

Introduction

Fossilization is a stage almost every second language learner stumbles upon. It happens when a second language learner mixes the Target Language (TL) with their native or initial language (L1). There is a development of a linguistic system that is different from the learner's initial or first language (L1) and the (TL). This linguistic system is called inter-language (IL) (Selinker, 1972). The learner develops this IL system according to their understanding and grasp of the TL. It is a temporary system which changes as the learner progresses in their learning experience. This paper will discuss fossilization in second language learning in detail and whether it can be overcome.

Although, the L2 acquirer is trying their best to learn the TL, fossilization ceases their efforts (Selinker, 1980). Fossilization mainly affects the IL systems of adults. It consists of retention of rules, items and sub-systems by L2 learners, which are difficult to eliminate.

An interesting fact about fossilization is that once a person reaches puberty, the ability to learn a second language, including the possibility of acquiring a native-like accent, begins to deteriorate. Furthermore, once second language learners have achieved that level of competence in the TL, where maximum bilingualism is reached, their pronunciation becomes inevitably and irrevocably “fossilized” (Acton, 1982).

Discussion

How Does Fossilization Develop?

There are many different theories on how and why fossilization occurs in some students but not in others. These theories include, but are not limited to: first language (L1) interference; illiteracy in the L1; no emotional, psychological, or social attachment to the L2 environment or culture; age of arrival in the L2 community; existence and manner of corrective feedback, and insufficient comprehensible input of, and lack of opportunity, to use the new target language (Scovel, 1982).

Characteristics of Fossilization

There are no specific or general characteristics of fossilization as they vary from person to person. However, there are some characteristics which are noticed in most second language learners. Students tend to use the object pronoun “me”, when referring to himself/herself as a subject. For example, “Me got a letter from my old friend” is a common mistake with second language learners. Secondly, some use 'no + verb' instead of 'auxiliary + not' like “Me no got that message from my mother”. Another common characteristic is the use of 'wh-' questions without auxiliary words or inversions. An example of this is, “Why she like that?” Generally, fossilized students speak and write without adding 'ed' to ...