1 Five central issues Fossilization: ZhaoHong Han Teachers College, Columbia University SLRF 2002, Toronto, Canada.

Slides:



Advertisements
Similar presentations
Interlanguage IL LEC. 9.
Advertisements

LG 637 WEEK 5 INTERLANGUAGE.
Second Language Acquisition
L1 TRANSFER ON L2 by Hacer Kökcür & Duygu Işık. RESEARCH QUESTION Does first language (L1) influence the acquisition of the second language (L2)in terms.
Hartono, S.S., M.Pd. COLASULA
Second Language Acquisition
Chapter 4 Key Concepts.
{ “Age” Effects on Second Language Acquisition Examination of 4 hypotheses related to age and language learning
Fossilization: Implication of IL Fossilization in Second Language Acquisition Prepared by Mohd. Yasin Sharif.
Contrastive Analysis, Error Analysis, Interlanguage
Interlanguage phonology: Phonological description of what constitute ‘foreign accents’ have been developed. Studies about the reception of such accents.
Main points of Interlanguage, Krashen, and Universal Grammar
1-Who? Who does the learning and teaching? Questions about learners and teachers. 2-What? -What must the leaner learn and the teacher teach? -What is.
The theoretical significance of UG in second language acquisition Present by Esther, Karen, Mei.
L2 Acquisition: The Social Perspective Guadalupe Valdés Stanford University.
Unit 12 The Acquisition of English. Review What do we mean by a lingua franca? What are bilingualism and diglossia respectively?
Interlanguage Rod Ellies 2003 Chapter 3 Second Language Acquicition pp Winda Putri S
The Nature of Learner Language
Second language acquisition
Download the lecture from :
Education of English Conversation
Language and Thought.
Second Language acquisition
1 Second Language Acquisition Introduction Roger Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.).
UNIT 5 AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS.
Ellis 2003, chapter 1 pp By Aida W. Wardhananti
Theories of First Language Acquisition
X Linguistics and Foreign Languages Teaching. Relation between linguistics and Language Teaching Theoretical views of lg explicitly or implicitly inform.
Chapter 1 Rod Ellis, 2003 Page: The Elements  What Is ‘Second Language Acquisitio’?  The Goals Of Sla  Two Case Studies  Methodological Issue.
By Alice Omaggio Hadley
1st Language Acquisition How do humans acquire speech.
Formal Approaches to Second Language Acquisition Michelle Samoray ELS Language Centers
INTRODUCTION : DESCRIBING AND EXPLAINING L2 ACQUISITION Ellis 2003, Chapter 1 PP By. Annisa Rizqi Handayani.
Second Language Acquisition.2 Roml 700 Fall What?
Second Language Acquisition
What is Communicative Language Teaching??. Communicative Language: Blends listening, speaking, reading, and writing. Is the expression, interpretation,
CHAPTER 1 Description and Explaining L2 Acquisition Source: Rod Ellis 2003 Second Language Acquisition Name: Sekar Katon Wijayanti NIM :
Fita Ariyana Rombel 7 (Thursday 9 am).
Second Language Acquisition Theories (A brief description) Compiled by: Nicole Lefever.
 explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
Unit 2 The Nature of Learner Language 1. Errors and errors analysis 2. Developmental patterns 3. Variability in learner language.
Introduction : describing and explaining L2 acquisition Ellis, R Second Language Acquisition (3 – 14)
Madeline Schroeder G/T Intern Mentor Program
Second Language Acquisition Think about a baby acquiring his first language. Think about a person acquiring a second language. What similarities and differences.
1 Nativelikeness Bolormaa B. English Language & Methodology Department, MSUE October 6, 2011.
Variability in Interlanguage Session 6. Variability Variability refers to cases where a second language learner uses two or more linguistic variants to.
3.0 First (1 st )& Second (2 nd ) Language Acquisition ( P: 49-62) Introduction This section continues in what was mentioned in the previous section about.
How Languages Are Learned
1 Language Learning and Teaching L2 learning is a long and complex undertaking L2 learner struggles to break away from the confines of L1. An ideal L2.
Interlanguage L. Selinker 2007 년 2 학기 담당교수 : 홍우평 이중언어커뮤니케이 션.
Chapter 11 Linguistics and Foreign Language Teaching Lecturer: Rui Liu.
Glottodidactics Lesson 7.
Second Language Acquisition
Krashen’s Monitor Model & the Teaching of Writing
Instruction and L2 acquisition
Glottodidactics Lesson 4.
Cognitive Processes in SLL and Bilinguals:
Second Language Acquisition
Chapter 3: The variation problem 2: Intra-speaker variation
What is Language Acquisition?
2nd Language Learning Chapter 2 Lecture 4.
Explaining Second Language Learning
Overview of Approaches to Second Language Acquisition
THE NATURE of LEARNER LANGUAGE
The Nature of Learner Language (Chapter 2 Rod Ellis, 1997) Page 15
Chapter 1 Q: Explain SLA.
Chapter 1 Q: Explain SLA.
The Nature Of Learner Language
Social Aspect Of Interlanguage
The Nature of learner language
Presentation transcript:

1 Five central issues Fossilization: ZhaoHong Han Teachers College, Columbia University SLRF 2002, Toronto, Canada

2 The ultimate goal of second language acquisition research is to come to an understanding of what is acquired and the mechanisms that bring second language knowledge about. and the mechanisms that bring second language knowledge about. _ __________________ _ __________________ (and what is not acquired) (Gass, 1988:198; emphasis added)

3 1. Background 2. Definitions and putative causal variables 3. Conceptual issues 4. Major methodological approaches and issues 5. Some concluding thoughts

4 Background

5 Chien-Shiung Wu speaking idiosyncratic English with her early difficulties with English still evident

6 One of the most enduring and fascinating problems confronting researchers of second language acquisition (SLA) is whether adults can ever acquire native-like competence in a second language (L2),

7 One of the most enduring and fascinating problems confronting researchers of second language acquisition (SLA) is whether this is an accomplishment reserved for children who start learning at a relatively early age (Kellerman, 1995: 219)

8 For most of us the acquisition of second language is less spectacular. If we are past the age of around 7-10 years the acquisition of an L2, in marked contrast to the way we acquired our first language (L1), can turn out to be rather slow, laborious and, even in talented L2 learners, tends to stop short of native-like proficiency.

9 This "stopping short" has been referred to as fossilization (Selinker, 1972) or incompleteness (Schachter, 1990). It is one of the noticeable characteristics of second language acquisition. (Towell & Hawkins, 1994:2) This "stopping short" has been referred to as fossilization (Selinker, 1972) or incompleteness (Schachter, 1990). It is one of the noticeable characteristics of second language acquisition.

10 Definitions

11 Selinker Selinker (1972) Fossilization, a mechanism … underlies surface linguistic material which speakers will tend to keep in their IL productive performance, no matter what the age of the learner or the amount of instruction he receives in the TL. (Selinker 1972: 229) Fossilization, a mechanism … underlies surface linguistic material which speakers will tend to keep in their IL productive performance,

12 Selinker Selinker (1972) [F]ossilizable linguistic phenomena are linguistic items, rules, and sub-systems which speakers of a particular L1 tend to keep in their IL relative to a particular TL, no matter what the age of the learner or amount of explanation and instruction he receives in the TL.... (Selinker, 1972: 215)

13 Selinker Selinker (1978) … a permanent cessation of IL learning before the learner has attained TL norms at all levels of linguistic structure and in all discourse domains in spite of the learner’s positive ability, opportunity, and motivation to learn and acculturate into target society. (Selinker & Lamendella, 1978: 187) … a permanent cessation of IL learning before the learner has attained TL norms at all levels of linguistic structure and in all discourse domains

14 Selinker Selinker (1996) [F]ossilization is the process whereby the learner creates a cessation of interlanguage learning, thus stopping the interlanguage from developing, it is hypothesized, in a permanent way …. The argument is that no adult can hope to ever speak a second language in such a way that s/he is indistinguishable from native speakers of that language. (Selinker, 1996) [F]ossilization is the process whereby the learner creates a cessation of interlanguage learning, thus stopping the interlanguage from developing, it is hypothesized, in a permanent way ….

15 Fossilization, as presented in much of the literature, is understood to be the of a person to attain nativelike ability in the target language. (Lowther, 1983: 127; emphasis added) inability Lowther

16 Ellis Fossilized structures can be realized as errors or as correct target language forms. (1985: 48) Fossilized structures can be realized as errors or as correct target language forms.

17 Ellis (1985: 48) If, when fossilization occurs, the learner has reached a stage of development in which feature x in his interlanguage has assumed the same form as in the target language, then fossilization of the correct form will occur. Fossilized structures can be realized as errors or as correct target language forms.

18 Ellis (1985: 48) Fossilized structures can be realized as errors or as correct target language forms. If, however, the learner has reached a stage in which feature y still does not have the same form as the target language, the fossilization will manifest itself as error.

19 Vigil & Oller [W]e will extend the notion of fossilization to any case where grammatical rules, construed in the broadest sense, become relatively permanently incorporated into a psychologically real grammar…. (1976:282)

20 Vigil & Oller [A]n adequate explanation must account for the incorporation of rules into developing grammars in relatively permanent form regardless of whether those rules conform or do not conform to the norms of the language which is being learned. (1976:282)

21 Vigil & Oller It is not only the fossilization of so-called 'errors' that must be explained, but also the fossilization of correct forms that conform to the target language norms. (1976:282)

22 Hyltenstam Fossilization -- according to observations -- is a process that may occur in the second language acquisition context as opposed to first language acquisition. (1988:68)

23 Hyltenstam It covers features of the second language learner’s interlanguage that deviate from the native speaker norm and are not developing any further, or deviant features which - although seemingly left behind -- re-emerge in the learner’s speech under certain conditions. (1988:68)

24 Hyltenstam Thus, the learner has stopped learning or has reverted to earlier stages of acquisition. (1988:68)

25 Bley-Vroman It has long been noted that foreign language learners reach a certain stage of learning - a stage short of success - and that learners then permanently stabilize at this stage. (1989:47-49)

26 Bley-Vroman Development ceases, and even serious conscious efforts to change are often fruitless. Brief changes are sometimes observed, but they do not 'take'. The learner backslides to the stable state. (1989:47-49)

27 Tarone A central characteristic of any interlanguage is that it fossilizes -- that is, it ceases to develop at some point short of full identity with the target language. (1994:1715)

28 Han COGNITIVE LEVEL: (1998:50) EMPIRICAL LEVEL: COGNITIVE LEVEL: Fossilization involves those cognitive processes, or underlying mechanisms that produce permanently stabilized IL forms. EMPIRICAL LEVEL: Fossilization involves those stabilized interlanguage forms that remain in learner speech or writing over time, no matter what the input or what the learner does.

29 Putative causal variables

30 Issue 1: Globalorlocal fossilization?

31 Issue 2: L2 ultimate attainment and fossilization

32 General failure Differential success/failure

33 Bley-Vroman [T]hey achieve very different degrees of language mastery. (1989:8) Few, it seems, achieve native-like proficiency. Some stop (or, to use Selinker’s 1972 term, ‘fossilize’) at a very elementary level. Others come between the two extremes.

34 Hyltenstam and Abrahamsson The ultimate attainment of individual L2 learners varies enormously in its approximation to nativelike proficiency, although some individuals may reach very high levels of proficiency and in some cases even pass as native speakers. (2002:164)

35 Three facets of L2 ultimate attainment Cross-learner general failure (general) Cross-learner general failure (general) Inter-learner differential success/failure (general) Inter-learner differential success/failure (general) Intra-learner differential success/failure (local) Intra-learner differential success/failure (local)

36 Issue 3: Fossilization as productorprocess

37 Issue 4: fossilization? or Stabilization

38 Major empirical approaches

39 longitudinal typical-error advanced-learner corrective-feedback length-of-residence (LoR)

40 Issue 5: years or years? 510

41 Larsen-Freeman (1997:159) While interlanguages of speakers of various first language learning English as a foreign language have much in common, Thus, the English pronunciation of a native speaker of Spanish will differ from that of a native speaker of Chinese. they also are distinctive, each constrained by the strange attractors of their L1s, which may be greater than the force of the strange attractor of English.

42 Larsen-Freeman Many other fundamental differences mark the challenges present for learners from one native language background as for another. Besides the obvious linguistically-based differences are the learner's cultural backgrounds and reasons for learning (not learning) a second or foreign language in the first place. (1997:159)

43 Some concluding thoughts