Interlanguage fossilization
Interlanguage fossilization is a phenomenon of second language acquisition (SLA) in which second language learners turn linguistic features that are correct in their first language into permanent errors in the way they speak and write the new language. In other words, they develop and retain their own, personal linguistic system that is self-contained and different from both their first language and the target language. Such a linguistic system has been variously called an interlanguage, approximative system,
Development of interlanguage
According to Corder this temporary and changing grammatical system, interlanguage, which is constructed by the learner, approximates the grammatical system of the target language. In the process of second language acquisition, interlanguage continually evolves into an ever-closer approximation of the target language, and ideally should advance gradually until it becomes equivalent, or nearly equivalent, to the target language. However, during the second language learning process, an interlanguage may reach one or more temporary restricting phases when its development appears to be detained. A permanent cessation of progress toward the target language has been referred to as fossilization. Moreover, it has also been noticed that this occurs particularly in adult second language learners' interlanguage systems.
Fossilization of interlanguage
Selinker suggests that the most important distinguishing factor related to second language acquisition is the phenomenon of fossilization. and Sridhar, all of whom attempted to explore the causes of fossilization in second language learners' interlanguage.
Fossilization has attracted considerable interest among researchers and has engendered significant differences of opinion. The term, borrowed from the field of paleontology, conjures up an image of dinosaurs being enclosed in residue and becoming a set of hardened remains encased in sediment. The metaphor, as used in SLA literature, is appropriate because it refers to earlier language forms that become encased in a learner's interlanguage and that, theoretically, cannot be changed by special attention or practice of the target language. Despite debate over the degree of permanence, fossilization is generally accepted as a fact of life in the process of SLA.
Research
Many researchers have attempted to explain this. Researchers have attempted to discover: 1) why fossilization occurs, 2) the precipitating conditions, and 4) what type of learners are more prone to fossilize. However, there has been almost no investigation by SLA theorists on the possibilities of preventing or overcoming fossilization, and little explanation related to those adult second language learners who overcome one or more "areas of stability" in interlanguage—those learners whose interlanguage does not fossilize, and who reach a high level of proficiency in the second language.
One factor of obvious relevance is motivation, and studies have been conducted regarding motivation to learning second language, and the relationship of fossilization to the learner's communicative needs. Arguments have emerged regarding adult learners' general lack of empathy with target language native speakers and culture. According to Guiora et al., adults do not have the motivation to change their accent and to acquire native-like pronunciation. Unlike children, who are generally more open to target language culture, adults have more rigid language ego boundaries. Thus, adults may be inclined to establishing their pre-existing cultural and ethnic identity, and this they do by maintaining their stereotypical accent.<ref name"Guiora, 1972" /> Notwithstanding this, there is a lack of needed research, particularly regarding achievement motivation, especially considering that fossilization can be considered the most distinctive characteristic of adult SLA.
Development of interlanguage
According to Corder this temporary and changing grammatical system, interlanguage, which is constructed by the learner, approximates the grammatical system of the target language. In the process of second language acquisition, interlanguage continually evolves into an ever-closer approximation of the target language, and ideally should advance gradually until it becomes equivalent, or nearly equivalent, to the target language. However, during the second language learning process, an interlanguage may reach one or more temporary restricting phases when its development appears to be detained. A permanent cessation of progress toward the target language has been referred to as fossilization. Moreover, it has also been noticed that this occurs particularly in adult second language learners' interlanguage systems.
Fossilization of interlanguage
Selinker suggests that the most important distinguishing factor related to second language acquisition is the phenomenon of fossilization. and Sridhar, all of whom attempted to explore the causes of fossilization in second language learners' interlanguage.
Fossilization has attracted considerable interest among researchers and has engendered significant differences of opinion. The term, borrowed from the field of paleontology, conjures up an image of dinosaurs being enclosed in residue and becoming a set of hardened remains encased in sediment. The metaphor, as used in SLA literature, is appropriate because it refers to earlier language forms that become encased in a learner's interlanguage and that, theoretically, cannot be changed by special attention or practice of the target language. Despite debate over the degree of permanence, fossilization is generally accepted as a fact of life in the process of SLA.
Research
Many researchers have attempted to explain this. Researchers have attempted to discover: 1) why fossilization occurs, 2) the precipitating conditions, and 4) what type of learners are more prone to fossilize. However, there has been almost no investigation by SLA theorists on the possibilities of preventing or overcoming fossilization, and little explanation related to those adult second language learners who overcome one or more "areas of stability" in interlanguage—those learners whose interlanguage does not fossilize, and who reach a high level of proficiency in the second language.
One factor of obvious relevance is motivation, and studies have been conducted regarding motivation to learning second language, and the relationship of fossilization to the learner's communicative needs. Arguments have emerged regarding adult learners' general lack of empathy with target language native speakers and culture. According to Guiora et al., adults do not have the motivation to change their accent and to acquire native-like pronunciation. Unlike children, who are generally more open to target language culture, adults have more rigid language ego boundaries. Thus, adults may be inclined to establishing their pre-existing cultural and ethnic identity, and this they do by maintaining their stereotypical accent.<ref name"Guiora, 1972" /> Notwithstanding this, there is a lack of needed research, particularly regarding achievement motivation, especially considering that fossilization can be considered the most distinctive characteristic of adult SLA.
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