Licenciatura en Docencia de Inglés

Didáctica del Idioma Inglés

Yadira Carlos Ruvalcaba

Aled17081

3.1 Essay: Fossilization and acquisition a study of learner

language

Unit 3: Importance of the feedback

Profa. Irina Choza Martinez

September 30th, 2019
 3.1 Essay: Fossilization and acquisition
a study of learner language

Errors have always been seen in different ways depending on the educational
approach and time. During quite some time, errors were perceived as undesirable
or unwanted. However, during the last 15 years, research has shown that “errors are
evidence for a creative process in language learning in which learners employ
hypothesis testing and various strategies in learning a second language.” (Touchie,
1986). Therefore, error have also been an object of study. Fossilization and
interlanguage seem to be the two main sources of errors. A debate has being
developed for years about the causes for these problems. We will analyze different
point of view in the matter.
First of all, we have to understand that errors happen for specific reasons and
there are different types. According to Touchie, 1986, there are performance,
competence, local and global errors. They are classified according to the reason why
they tend to happen. In a further analysis, he states that errors can also be studied
from their cause. Some errors occur because the native language plays a significant
role in learning L2 (interlingual errors) while the others occur due to the intralingual
and developmental factors around the language. Touchie explains these factors can
be: Simplification (when students choose simple forms rather tha complex ones),
overgeneralization (extending application of one construction to other contexts),
hypercorrection (too much correction from the teacher inducing the student to make
errors in other correct forms), faulty teaching (teacher-induced errors), fossilization
(errors persisting for a long period of time), avoidance (avoiding complex structures),
inadequate learning (ignorance of rules), and false concepts hypothesized (wrong
hypothesis about target language).
On the other hand, Buttler, 2000, talks about Selinker,1974, and his opinion
about the reasons why these errors tend to happen. He states that there are five
processes that ocuur in language acquisition: Language transfer, transfer of training,
strategies of second language learning, strategies of second language learning and
communication, overgeneralization of target language linguistic material. He also
hypothesizes that “each process creates fossilized items in learner´s interlanguage.”
(Selinker, 1974: 37). As we can see there are many theories dealing with reasons
why errors happen when learning a language. However, what catches mu attention
is that all authors conclude on one thing: the main reasons why errors occur are
divide into: Language transfer (influence of native language) and transfer training
(developmental factors.)
It becomes of great importance then, to understand one of the main sources
or errors: fossilization. How does it happen and what can we teachers do to
overcome it? First of all, we have to understand that based on what most researchers
seem to agree, fossilization will always exist in the language learning process.
Hasbún, 2007 cites (Han, 2004:23) when talking about the matter. She states that
fossilization “involves premature cessation of development in defiance of optimal
learning conditions” and that “fossilizable structures are persistent over time, against
any environmental influences, including consistent natural exposure to the target
language and pedagogic interventions.” She continues explaining that fossilization
may vary for student to student depending on their level of maturity. She points out
the difference in proficiency from adult´s language learners and children, in which
she hypothesizes that “the older the students are when they begin the process of
second language acquisition, the more difficult it is for them to acquire native-like
proficiency.
Therefore, what can we do when facing fossilization? There are many
approaches on the matter. In one hand, Buttler, 200, declares we have the
sociolinguistic approach which states that acculturation, “the process of becoming
adapted to a new culture” (Brown, 1980:129) is a factor that may influence
fossilization. He explains that adults living in a foreign country trying to learn a new
language can cope with life, without sophisticated knowledge of language.
Therefore, it will be quite difficult for them to pass through Stage 3 (acculturation
level) to Stage 4 (mastery of language). In the other hand, and opposing the previous
theory, we have Vigil and Oller´s (1976) point of view where they utter that the
fossilization process may be overcomes “if the learner is given the necessary
affective feedback, meant to encourage further attempts at communication, together
with neutral or negative cognitive feedback.” So, they can “try again”, to restate, to
reformulate or to draw different hypothesis about a rule.
According to Touchie, 1986, teachers should try to concentrate on correcting
global errors rather then local errors. They also should focus more in correcting high
frequency errors and forget about less frequent errors. He suggests teachers to pay
more attention on errors that affect a large percentage of their students and to the
errors regarding the focus of the class. I believe this is true, becomes one can affect
a student´s self-steem or confidence on the language if our main goal: is correcting
their mistakes.
In conclusion, I truly think a teacher must master the ability of being sensitive
to his/her student´s feelings and need and correct in such a way that students don´t
feel ridiculed or mocked at and that they want to make mistakes in class as a way of
showing progress in class. Because, as we have said before, errors are a sign that
learning is happening and that new hypothesis are being reconsidered by the
student. We may never forget that fossilization is a process that will always be there,
no matter what we do to overcome it. However, a teacher must always be aware of
all these aspects in order to treat each error as it should be treated. Fossilization is
not an issue to be treated in a light way, but I believe Touchie, Vigil and Olie´s point
of view about the matter really helped me reassure the way I must help students
overcome fossilization and other errors in language learner´s acquisition.
 Reference:
1. Hasbún Hasbún, Leyla (2007). Fossilization and acquistion_ A study of
learner language. 1st ed. San Pedro, San José, Costa Rica.: Universidad de
Costa Rica, pp.113-128.

2. Buttler-Tanaka, P. (2000). Fossilization: A chronic condition or is

concioussness-raising the cure?. 1st ed. Birmingham: Faculty of Arts of the
University of Birmingham, pp.1-52.

3. Touchie, H. (1986). Second Language Errors: Their types, causes and

treatment. 1st ed. Navajah National University, pp.75-80.