By ZhaoHong Han, Terence Odlin
This quantity, as a sequel to Fossilization in grownup moment Language Acquisition by means of Han (2004), brings jointly a set of newest theoretical and empirical stories on fossilization, a vintage challenge of moment language acquisition. It covers quite a lot of views and matters. The analyses mentioned herein deal with key matters of many moment language researchers and academics in regards to only how some distance somebody can pass in studying a brand new language.
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7. Once again, Patty assigned the middle point on the scale (‘3’) to nearly the very same SAVO sentences she had 18 months earlier assigned her ‘Y/N’ rating in the first test, and again rewrote them with the adverb in the (also correct) sentence-final position. Thus, it appears from this consistency in her responses to both tests that the stability of her knowledge of English verb and adverb placement is not in doubt. 4, as expected. Similar to what White (1991) reported, some of the native speakers also preferred adverb extraposition: 14 out of 16 NS responses rating a grammatical sentence as 3 rewrote the test item postposing the adverb to sentence-final position just as Patty had done.
If one holds the view that fossilization affects an individual’s entire interlanguage, then the notion of permanent cessation of interlanguage development would have a strong logical foundation, but the view itself would be at odds with observable L2 learner behaviors which indicate that different learners manifest different degrees of approximation to 28 Studies of Fossilization in Second Language Acquisition native L2 competence. On the other hand, if one holds the view that cessation affects only a part of the learner’s interlanguage, then the logical foundation for ‘permanent cessation of IL development’ would be weakened, and the concept of fossilization itself as a phenomenon would be put to question, especially as long as permanent cessation is considered a critical feature of its definition.
To be researchable empirically, a phenomenon or issue must be ‘capable of being confirmed, verified or disproved by observation or experiment’ (Webster’s Third International Dictionary). A major challenge posed by concepts like fossilization and L2 attrition for SLA scholars is that, because they have been misconstrued as ‘phenomena,’ their product is essentially nihilistic and their process of self-actualization is imperceptible to the affected subject. One concludes that fossilization has happened after observing a second language learner manifest repeatedly and for a prolonged period of time either an inability to produce a native-like L2 target,2 and despite the fact that the learner makes an effort and has a good opportunity not to fail.