An Analysis to Selinker’s Fossilization Theory （1972）

Selinkers fossilization theory really gives a lot of implications to our second language learning and teaching. This article analyzes this theory from three parts， including definitions of fossilization， sources of fossilization， and implications to second language learning.

1. Definition of fossilization

Fossilization is an important concept in the field of second language acquisition. According to Selinker （1972）， its very rare for second language learners to achieve complete mastery of L2. And thus he coined the term fossilization. He argued that fossilizable linguistic phenomenon are linguistic items， rules and subsystems which speakers of a particular native language （NL） will tend to keep in their IL （interlanguage） productive performance， no matter what the age of the learner or the amount of instruction he receives in the target language （TL）. From the above definitions， we can know that fossilization is the process in which incorrect language becomes a habit and cannot easily be corrected. Generally speaking， fossilization is considered a developmental pitfall pertinent only to L2 learners and is， therefore， a negative， rather than a positive process.

2. Sources of fossilization

Fossilization is a product of multiple factors working together （Selinker & Lakshmanan， 1992）. From the studies on fossilization， it can be apparently seen that there are many explanations for the source of fossilization.

Firstly， similar L1 backgrounds tend to fossilize around the same linguistic elements， such as English articles for learners from L1s lacking such grammatical elements or English verbs of causative alternation for learners whose L1s show marked differences.

Secondly， interlanguage development is associated， to some extent， with socio-cultural factors. Second language acquisition is not only the surface structure acquisition， but also the acquisition of the culture behind the language and the communicative competence of the new language. Second language learners have fewer exposures to cultures and social customs than native speakers.

Thirdly， interlanguage development is associated with affective factors. Especially for adult second language learners， one factor of obvious relevance is motivation. Some scholars argued that adult learners generally lack 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 experience fossilization.

3.Implications to second language learning

From the above analysis， we know that there are many factors influencing L2 acquisition in second language learning. To master the target language well as possible as we can， we need to have good strategies in second language learning.

Firstly， since individuals have different stages of fossilization， we need to formulate appropriate learning strategies according to our own learning styles. We must apply our present knowledge and cognitive strategy to the process of learning and formulate our own learning strategy make timely adjustment according to different learning contents. For example， to finish a task， extroverts can choose to cooperate with others and introverts can study alone.

Second， notwithstanding the inevitable phenomenon of fossilization， we need to arouse our own intrinsic learning motivation. In the process of learning a second language， learners motivation and affective state are very important. The strong impetus and confidence can improve our learning efficiency. Therefore， we need to cultivate our strong interests and enthusiasm in second language learning， such as watching movies， listening songs in second language.

Thirdly， we need to cultivate our cross-culture awareness. Language serves the sociocultural environment where it belongs. In the process of second language acquisition， its necessary to learn and understand the cultural context knowledge of the target language country to get the ability to learn more foreign countries culture. Culture can influence the thinking habit of language habit. Adult second language learners are much easier to experience fossilization than children because they have accustomed to the culture and expression habits of their own native language. In the process of second language learning， we need to look up more related materials to learn more about the culture background regional custom， life attitude and values of the target language countries.

The centerpiece of the Fossilization Hypothesis （Selinker，1972） is that SLA inevitably falls short of complete attainment， with certain deviances from the target language norms remaining permanent in the L2 system. And there are many facors could all account for various instances of fossilization， such as universal grammar， maturational constraints， working memory capacity， cognitive， neural， psychological factors L1 influence， and socio-cultural factors. Although its an inevitable phenomenon in second language acquisition， we are not merely a product of our environment and we can still use a lot of strategies to acquire a second language as much as possible and prevent the occurrence of fossilization.

References

[1]Brown， A. D. （2001）. Principles of Language Learning and Teaching （3rd ed.）. Beijing： Foreign Language Teaching and Research Press.

[2]Selinker， L. （1972）. Interlanguage. International Review of Applied Linguistics in Language Teaching， 10， 209-231.

[3]Selinker， L. & Lahmanan， U. （1992）. Language Transfer and Fossilization： The Multiple Effects Principles. Ansterdam： John Benjamines.

[4]楊穎 （2012）. 大學生英語寫作中的中介語石化現象及其教學啟示，長春工業大學， 長春.

作者簡介：柏亞榮，1993年11月2日出生，女，漢族，山西省霍州市人，現就讀于西安外國語大學英文學院2016級外國語言學及應用語言學專業。主要研究方向：社會語言學。