Fossilization in Adult Second Language Acquisition

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Fossilization in Adult Second Language Acquisition

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I have created this blog to generate a lively discussion of first and second language acquisition, especially adult second language acquisition. Language teachers, second language acquisition researchers, and applied linguists can use this place as a forum to discuss the importance of linking L2 acquisition theory to pedagogical practice,  and share intervention techniques that can potentially increase the chances for adult learners to acquire native-like proficiency in their target language, and offer guidance for language practitioners to incorporate such techniques into their own teaching.

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  1. Jilani Warsi6:36 PM

    Fossilization: Is Adult Second Language Acquisition Doomed to Failure?

    Project Directors: Jilani Warsi & Eva Fernandez

    Despite being exposed to reasonable amounts of input and in many cases receiving explicit instruction in classroom settings, most adult second language (L2) learners plateau in their linguistic development, failing to gain native-like proficiency in reading, writing, listening, and speaking. This state of fossilization is a "process whereby the learner creates a cessation of interlanguage learning, thus stopping the interlanguage from developing" (Selinker, 1996).[1]

    1. What triggers the process of fossilization?

    2. Is fossilization inevitable? Can fossilization be overcome through pedagogical intervention?

    ZhaoHong Han addressed the above questions at the fossilization colloquium at Queensborough Community College on Friday, November 11, 2005, focusing on characteristics of the linguistic competence and performance of non- native speakers of English as well as on theoretically grounded and pedagogically sound approaches to intervention via instruction.

    ZhaoHong Han's abstract of the lecture is as follows:

    ZhaoHong Han
    Teachers College, Columbia University

    Adult Second Language Acquisition is NOT Doomed to Failure

    A classic problem of second language acquisition, fossilization has, for decades, been the subject of scholarly and pedagogical attention. Yet, as Han (2004) reveals, the general conception of the phenomenon has been far from uniform, as has the general application of the term. In this plenary talk, I would first like to introduce and discuss two currently competing views (Birdsong, 2005; Han & Odlin, 2005), and in so doing, to clarify a number of key notions such as "failure" and "nativelikeness." I will argue that adult second language acquisition is not doomed to failure in the oft-assumed sense of the word. Next, I will turn the discussion to a central concern, namely, the role of instruction in adult second language acquisition. Drawing on recent research on effects of L2 instruction, I will show that instruction can positively affect the rate of acquisition, but it may at the same time induce potential fossilization. I will end with an appeal for further studies of instruction to explore its positive and negative impact on acquisition, and with a proposal of a research agenda.


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    [1] Selinker, L. (1996) On the notion of 'IL competence' in early SLA
    research: An aid to understanding some baffling current issues. In G. Brown, K. Malmkjaer and J. Williams (eds) Performance and Competence in SLA (pp. 92-113). Cambridge: Cambridge University Press.

    ReplyDelete
  2. Jilani Warsi6:49 PM

    Selinker (2006) asks:

    "why is it that you can't seem to become a native speaker after .... after what?

    My answer to that is after: being exposed to vast amounts of input - both naturalistic and formal - for a considerable period of time (however that is determined; I think theories abound as to the appropriate length of residence to acquire a second language)having the motivation to gain communicative competence in the target language, trying consciously to correct errors caused by negative transfer, and doing everything possible to maximize L2 performance.

    It should be noted that while the LOR approach to second language acquisition is generally accepted as a viable criterion, it is the case that most adult second language learners tend to isolate themselves in linguistic ghettos. It is this type of learner who will continue to retain fossilized linguistic items in L2 speech and writing.

    Selinker (1996) describes the state of fossilization as a "process whereby the learner creates a cessation of interlanguage learning, thus stopping the interlanguage from developing." It is worth examining how much of this creation of this cessation is conscious. In other words, is the learner aware that s/he is consciously stopping the interlanguage system? I am reminded of my cousin who is a microbiologist, and has lived in the US for close to 25 years. He consistently says, "you should to see a doctor." I have explained the grammar rule to him several times, specifically pointed out his error whenever he makes it, but he keeps making the same error. It is possible that he equates "should to" with "want to" or "need to", but the question is: why is he impervious to my corrective feedback? Is he deliberating producing the erroneous form?

    Speaking of errors, I was struck by the glaring error in the last section of Han's presentation. The title read: Why studying fossilization? This is a typical error made by native Mandarin speakers. Did anyone notice the error? Was it just an oversight, or was it an instance of fossilization?

    ReplyDelete
  3. Unknown1:52 AM

    Hi Sir,

    Great initiative to start your blog. It is kicking me in the butt to do the same!

    In regards to your last comment to Han's presentation, I had a chuckle. I have a third option, maybe, just maybe, Han was playing with words? Having a laugh at the expense of his own fossilization? :-)

    Keep up the good work.

    ReplyDelete
  4. Unknown2:02 AM

    Going on your final comment Dr. Warsi and providing a 3rd option...maybe he did it poking fun at himself? :-)

    Just a thought.

    Thank you for sharing

    ReplyDelete
  5. Unknown12:08 AM

    thanks very useful for English language teacher.

    ReplyDelete
  6. Unknown12:10 AM

    very useful for a teacher of English language.

    ReplyDelete
  7. Jilani Warsi2:42 PM

    Thanks, Chris, for posting. I hope you will start your own blog and share your amazing experience teaching English to non-native speakers and training novice teachers in South Korea. As for Han's ungrammatical title, I like you third option. A possible fourth option is that she asked her Chinese advisee to create her PP slides. Please keep posting on my blog and spread the word.

    ReplyDelete
  8. Jilani Warsi2:43 PM

    Thanks, Hena, for the kind words. Please share the blog with your friends and colleagues.

    ReplyDelete
  9. Leona Wellington5:57 PM

    Thank you Jilani for entering this theme. It is really one of the biggest and most frustrating concerns for ESL/EFL teachers. As Han states this universal problem seems mostly irreversible. I believe there may be other ways to view the problem, however. I like to comparing fossilization with cognitive paradigms that are safe and familiar to the student. More practice should be done where students move away from focus on themselves (monitor) and become involved in unusual content. If they are not focused on their safety zones, they may be able to have a paradigm shift. I feel that only with a shift can they hope move from their incorrect safe environment to a correct environment. I suggest that this should not be a cognitive process, but rather a psychomotor process through fun and practice with personal, and illogical content based on solid accuracy.

    ReplyDelete
    Replies
    1. Jilani Warsi4:52 PM

      Thanks, Leona, for sharing your thoughts. Fossilization is a cognitive phenomenon, and language teachers and ELL students must work together to reverse the process. Douglas Brown believes, and I agree, that learners can defossilize, but how they can do it is the real question. You make an interesting point that students need to take risks to get out of their comfort zone and become conscious of their errors. As Han rightly points out, L2 learners are not aware of their errors; otherwise, they wouldn't be making them to begin with. It seems to me that you are suggesting focus on form (FonF) in an environment where learners feel comfortable taking their chances.

      Delete

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