LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 2 February 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Fossilization and Plateau Effect in Second Language Acquisition

Dr. Moahmmed Qassem Al-Shormani

Abstract

In language acquisition (LA), what distinguishes the acquisition of L1 from that of L2 is fossilization as being a characteristic of L2 acquisition. The term ‘Fossilization’ has been borrowed from the field of paleontology to characterize a stage in the L2 learning process in which the L2 learner language gets “encased” or stop-short to perform like native speaker of that language. In fact, fossilization is an inevitable phenomenon in second language acquisition (SLA) process. Compared to fossilization, learning plateau is also another phenomenon which differs from the former in that it is temporary and can be overcome by learners provided that they get subjected to certain pedagogical techniques and effective learning strategies. Thus, this paper aims at characterizing fossilization and learning plateau in SLA, examining their modern and current notions, their theorization, their relationship to Universal Grammar (UG) and how fossilization can only be assumed but not demonstrated. It also aims at exploring and examining how, when, why they occur and what linguistic and nonlinguistic factors contributing to their occurrence and the way they can be prevented and/or overcome.

Keywords: Fossilization, Learning Plateau, SLA, UG, L2 Learner

1. Introduction

People marvel at the rapid and easy way with which children acquire their L1. It has been observed that every normal child acquires full knowledge of his/her L1 grammar by the age of five years or so as a result of several reasons the important of which are the exposure and the interaction with the community where they live. In other words, the outcome of L1 acquisition is success, i.e. normal children acquire the grammar of the language to which they are exposed whatever that language may be. This surprising feat is contrasted with the failure encountered by adults when acquiring an L2. It has been largely observed that almost all L2 adult learners never reach a native-like proficiency in the L2 learned (Adjemian, 1976; Corder, 1971; Nakuma, 1998; Selinker, 1992, 1993; Nemser, 1971; Schumann, 1978, 1990; Seliger, 1978; Stern, 1975; Virgil and Oller, 1976; Selinker and Lakshmanan, 1992; Scovel, 2000; Han, 2000, 2004) among others. However, only a small number of L2 learners reach a native-like proficiency and this is conditioned by several factors.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Moahmmed Qassem Al-Shormani
Department of English, College of Arts
P.O. Box: 70270
Ibb Univeristy, Ibb
Republic of Yemen
moshormani@gmail.com
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