Chapter 3. From Julie to Wes to Alberto: Revisiting the construct of fossilization
Abstract
This chapter revisits the construct of fossilization, the bedrock of Selinker’s (1972) Interlanguage Hypothesis. After reviewing the early conception of fossilization, I focus my discussion on intra-learner, and to a lesser extent, inter-learner differential success or failure, arguing that fossilization is selective, idiosyncratic, and contingent. I end the discussion by underscoring that the study of fossilization is less about revealing deviances from the presumed norm than about resolving a dual cognitive conflict, namely, why is it that in spite of propitious conditions, development is cut short in some areas? And why is the developmental interruption made most apparent when learners attempt self-expressions (i.e., meaning-based production) in the target language?
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
We now have a fairly good idea of which structures are problematic, based on research on fossilized L2 forms.
“We now have a fairly good idea of what these problem structures are -see, for example, Han's (2014) research on fossilized L2 forms.”
From Towards a modular language curriculum for using tasks (2019) · cites this paper as Han's (2014)
Cites
Ellis, N. C. (2002) · Studies in Second Language Acquisition · doi:10.1017/s0272263102002024 · Cited by 2,230 · cited 1× · see citing works
“Frequency induces learner-internal processes such as comparison, categorization, abstracting generalities in form-meaning relationships, and the strengthening of associations between forms and meanings (Ellis, 2002).”
BackgroundMaturational constraints on language development.
Long, M. H. (1990) · Studies in Second Language Acquisition · doi:10.1017/s0272263100009165 · Cited by 1,090 · see citing works
Hawkins, R., & Chan, C. Y.-H. (1997) · Second Language Research · doi:10.1191/026765897671476153 · Cited by 824 · cited 2× · see citing works
“It is interesting to observe that selectivity here manifests itself as success with the functions but failure with form-function mapping, due, according to Hendriks (2000), to there being multiple forms encoding similar functions in the target language.”
BackgroundCase and Tense in the ‘fossilized’ steady state
Lardiere, D. (1998) · Second Language Research · doi:10.1191/026765898674105303 · Cited by 472 · cited 3× · see citing works
“By way of illustration, Lardiere (1998a, 1998b, 2007), in her case study spanning 18 years, found, inter alia, that her subject, Patty, an adult Chinesespeaking learner of English, had di+erential success with the English article system (cf. Han, 2010; White, 2003).”
BackgroundTHE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS
Bley-Vroman, R. (2009) · Studies in Second Language Acquisition · doi:10.1017/s0272263109090275 · Cited by 327 · cited 1× · see citing works
“Bley-Vroman (1989, 2009) refers to it as the “non-convergence property” of second language acquisition (SLA).”
Background
Flagged first, then by citations
Cited by
Sorted by citations
Towards a modular language curriculum for using tasks
Ellis, R. (2019) · Language Teaching Research · doi:10.1177/1362168818765315 · Cited by 211 · see citing works
Thirty-five years of ISLA on form-focused instruction: A meta-analysis
Kang, E., Sok, S., & Han, Z.-H. (2018) · Language Teaching Research · doi:10.1177/1362168818776671 · Cited by 58 · see citing works
Self-citationThirty-Five Years of ISLA on Form-Focused Instruction: A Meta-Analysis.
Kang, E., Sok, S., & Han, Z.-H. (2019) · doi:10.25384/sage.c.4163639.v1 · Cited by 18 · see citing works
Self-citationChapter 10. Energy conservation in SLA: The simplicity of a complex adaptive system
Han, Z.-H., Bao, G., & Wiita, P. (2017) · Language learning and language teaching · doi:10.1075/lllt.48.11han · Cited by 5 · see citing works
Self-citationEnergy conservation: A theory of L2 ultimate attainment
Han, Z.-H., Bao, G., & Wiita, P. (2017) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2016-0034 · Cited by 4 · see citing works
“In every incidence of ‘fossilization’ found in very advanced learners, L1 interference is implicated (Han 2014).”
BackgroundSelf-citationPutta, P. D. D. (2019) · European Journal of Applied Linguistics · doi:10.1515/eujal-2018-0005 · Cited by 2
Chapter 11. Heritage language development and the promise of Processability Theory
Montrul, S. (2019) · Teachability and Learnability across Languages · doi:10.1075/palart.6.11mon
- Authors
- Han, Z.
- Affiliations
- Columbia University (US)
- Corresponding author
- Han, ZhaoHong
- ORCID
- Han, ZhaoHong
- Venue
- Language Learning & Language Teaching
- Publisher
- John Benjamins Publishing Company
- Published
- 2014-04-11
- Pages
- 47-74
- ISSN
- 1569-9471 (ISSN-L)
- OpenAlex
- W2487779919
- Cited by
- 9
- References
- 0
- Citations by year
- 2023: 1 · 2022: 1 · 2021: 1 · 2019: 1 · 2018: 2 · 2017: 2 · 2016: 1
- FWCI
- 3.31
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Language learning and language teaching (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- fossilization, second language acquisition, self-expression
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
