SECOND LANGUAGE ACQUISITION

Assignment 12
Elin Rosmayati, Cicih Kurniasih, Iqlima Khairunnisa Z
PBI 2022 A

1. A Review of Interlanguage Fossilization in English Learning

Zishuo Geng & Zikai Jin, Journal of Education, Humanities and Social Sciences,
Volume 26, 2024.
Abstract: The phenomenon of interlanguage fossilization, which is commonly
observed during the process of acquiring a foreign language, signifies a barrier to
further progress in language proficiency. This paper presents a comprehensive review
and analysis of the phenomenon of interlanguage fossilization in the context of second
language acquisition. Interlanguage fossilization refers to the stagnation of language
learning progress, hindering further linguistic development in foreign language
acquisition. The paper explores the defining characteristics, various types, and current
research status related to interlanguage fossilization. It investigates the specific causes
and manifestations of this phenomenon in second language acquisition, focusing on
English language learning. The study further proposes practical measures to address
interlanguage fossilization and enhance learners' proficiency. These measures include
continual upgrading of teachers' knowledge base in fundamental English concepts,
communicative skills, linguistic understanding, and knowledge of Anglo-American
cultural backgrounds. Additionally, learners are encouraged to adopt a correct mindset,
recognizing language learning as a long-term, continuous process requiring consistency
and systematicity. The paper emphasizes the importance of vocabulary memorization,
progressive learning approaches, repetition, and extensive practice to internalize the
language and achieve effective and accurate language output. By implementing these
strategies, learners can overcome interlanguage fossilization and make significant
progress in their English language proficiency.
Sources: [Link]
2. Interlanguage fossilization in second language acquisition and its implications for
foreign language.
Xiaohui Tian, Simeng Li, Leiyao Chen, & Di Liu, Region - Educational Research and
Reviews, Volume 7, Issue 1, 2025.
Abstract: In the process of second language acquisition, the phenomenon of
interlanguage fossilization is inevitable. This phenomenon hinders the advancement of
language learners' proficiency in a foreign language. This paper provides an in-depth
analysis of the definition, characteristics, and manifestations of interlanguage
fossilization, exploring its underlying causes. Based on a synthesis of previous research,
it also offers corresponding insights for foreign language teaching, aiming to provide
valuable references for English teaching practices.
Sources: [Link]

3. An Analysis on IL Fossilization Phenomenon in Students’ Writing Performance

Nurul Aini, Muhammad Khoirul Mufid, & Eny Maulita Purnama Sari, EDUVELOP:
Journal of English Education and Development, Volume 3, No. 2, March 2020
Abstract: This present study tries to investigate the students' writing performance to
know whether interlanguage fossilization is occurs or not. The primary goal of this
research is to give information relating interlanguage fossilization in students' writing
performance of English Education Study Program of IAIN Jurai Siwo Metro. This
research is qualitative research. It is used to describe interlanguage fossilization that
occurred in students' writing performance. The writer uses observation, documentation
and interview to collect the data. Purposive sampling is the technique for choosing the
ten students of the sixth and the eight semester of English Education Study Program of
IAIN Jurai Siwo Metro in the Academic Year of 2017/2018. The result of this research
shows that there are two types of interlanguage fossilization that are commonly
produced by students' writing performance. They are syntactical fossilization and
morphological fossilization. Syntactical fossilization consists of 71,86% and
morphological fossilization consists of 28,14%. Moreover, interlanguage fossilization
phenomenon in students' writing performance is caused by the students' low English
proficiency. Therefore, the students should be more active to improve their English
ability.
Sources: [Link]
4. Students’ Strategy to Overcome Temporary Fossilization in Second Language
Acquisition
Arani Tri Ananda, 2022 2nd International Conference on Education, Proceeding, Vol
2, 2023
Abstract: This study aimed to find out the type of fossilization that occurs in students
and their strategy to overcome the fossilization. The design of this study is qualitative
design and the data obtained through interview by proposing questions. There were five
students and one lecturer as participant. Temporary fossilization also called as
stabilization, it refers to the process in which non-target factors can be fixed or are fixed
in target language to a certain stage and based on the descriptive analysis, the writer
found that fossilization tends to happen in Second Language Learner are Phonology,
Morphology and Syntactic Fossilization. A supportive environment is very influential
to reduce and overcome the temporary fossilization. Most of the student that said their
environment help to improve the fossilization. Therefore, it can be concluded that, the
temporary fossilization can be overcoming by the students' willingness and the
supportive environment.
Sources: [Link]

5. Fossilization of Interlanguage and Its Enlightenment to Oral English Teaching

Tian Yuxiaolin, World Languages, Literature and Cultural Studies (WLLCS), 2(1), 2023
Abstract: Fossilization refers to a permanent cessation of interlanguage learning before
the learner has attained target language 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. Fossilization of interlanguage is
a common phenomenon in second language acquisition. It is also an inevitable problem
for language learners, especially when they learn oral English. Therefore, it is of
positive significance to analyze the fossilization in interlanguage in second language
acquisition, find out the causes of the fossilization, and explore its enlightenment to oral
English teaching.
Sources: [Link]
6. Interlanguage Concerning Fossilization and Universal Grammar: A Literature
Review on Second and Foreign Language Acquisition
Salma Mu'min Shiddiq & Lulud Oktaviani, Journal of English for Academic and
Specific Purposes, Volume 5, Number 2, December 2022
Abstract: The phenomenon of fossilization as the feature of interlanguage has been
acknowledged and studied many times since the emergence of the theory proposed by
Selinker which came into existence in the field of SLA in 1972. The premise of
interlanguage as a separate language system used by second language learners as well
as foreign language learners in learning their target language is credited to Selinker.
Fossilization in interlanguage is coined by Selinker and is generally defined as a
cessation of learning the target language. Nevertheless, the notion that interlanguage is
fossilized is still open to question. Thus, this present study aims to provide insight to
the reader about the concept of fossilization by defining and characterizing
interlanguage and fossilization in second and foreign language acquisition, discussing
the causes of fossilization in interlanguage development, as well as examining the
relationship between interlanguage development and Universal Grammar principle in
an attempt to help the reader better grasp and comprehend the phenomenon.
Sources: [Link]

7. The Influence of Interlanguage Fossilization on Second Language Acquisition

Shu Liu, Journal of Education and Educational Research, Vol. 10, No. 2, 2024
Abstract: Interlanguage is a language system that appears in the process of second
language acquisition between the mother tongue and the target language. It has a great
impact on second language acquisition. To correctly understand this problem and
correct the mistakes in acquisition in time is very beneficial to language acquisition and
language teaching. Based on the fossilization of interlanguage features, this paper tries
to find out the significance and enlightenment of interlanguage in teaching Chinese as
a foreign language.
Sources: [Link]
8. Study on the Fossilization of Interlanguage in English Teaching in Senior High
School and its Countermeasures
Caihong Dai, Scientific Journal of Technology, Volume 5, Issue 8, 2023
Abstract: Interlanguage refers to a special language system that is totally different
from the native language and the target language in the process of learning a foreign
language. With the development of interlanguage, it gradually approaches the target
language, but rarely fully integrates with the target language, showing a state of
stagnation, which is called fossilization phenomenon. Fossilization is complex,
repeated and durative, it appears in various aspects of Interlanguage like phonetics,
syntax and semantics, and fossilization phenomenon seriously restricts the progress of
learners' foreign language level. In senior high school English teaching in China, the
phenomenon of interlanguage fossilization is common. This paper will explain and
discuss the causes of this phenomenon, and on this basis, put forward some strategies
to alleviate this phenomenon, possibly eliminating fossilization effects to help
improve learners' ability to learn and master foreign languages and teachers' teaching
quality and efficiency.
Sources: [Link]

9. An Analysis of Interlanguage Features and English Learning

Xin Wang & Lingling Fan, Journal of Higher Education Research, Volume 1, Issue 1,
2020
Abstract: The term interlanguage was first used by American linguist, Larry Selinker.
It is the unique linguistic system because it is neither L1 nor L2 but at the same time
bears resemblances to both, which functions as a relatively systematic transition from
initial knowledge of a language to native proficiency during the process of language
acquisition, and is always regarded as an unstable set of language characteristics
produced by learners. Fossilization in interlanguage is significant in English learning.
It is a universal phenomenon in Second Language Acquisition and it derives from
multiple factors. This paper analyzes the conception and the causes of the phenomenon.
Through this research, we should hold a totally different view from traditional one on
the nature and function of teacher’s training, teaching materials and the handling of the
learners’ errors, etc. It tries to propose some solutions to deal with fossilization so as to
improve the effect gains in English learning.
Sources: [Link]
10. Causes of Interlanguage Fossilization and the Coping Strategies
Yuhu Li, Proceedings of the 5th International Conference on Education Innovation and
Philosophical Inquiries, 2024
Abstract: Interlanguage fossilization is an important topic in the study of second
language acquisition, which involves changes and solidifications in the language
acquisition process that learners develop while learning a second language. The purpose
of this paper is to explore the concept of interlanguage fossilization, its causes and its
implications in language teaching and education. This paper firstly introduces the
concepts of interlanguage language and fossilization, and then focuses on the causes of
this phenomenon, including both intraindividual and external environmental factors.
Then, the paper puts the impact of the interlanguage fossilization phenomenon in
language teaching and education, and how to prevent or slow down the occurrence of
it through effective teaching strategies into discussion. Through an in-depth study of
interlanguage fossilization, the language acquisition process of learners could be better
understood, thus contributing more effectively to the development of language teaching
and education.
Sources: [Link]
 IDENTIFIED GAPS
1. Limited Exploration of Individual Learner Differences
While some abstracts mention intraindividual factors (e.g., mindset, motivation) as
causes of fossilization (Abstracts 1, 4, 10), there is little focus on how specific learner
characteristics—such as age, cognitive styles, learning strategies, or psychological
factors (e.g., anxiety, self-efficacy)—influence fossilization. Most studies generalize
causes without delving into how these factors vary across diverse learner profiles.

2. Lack of Longitudinal and Contextual Studies

The abstracts primarily offer snapshots of fossilization through qualitative or
descriptive analyses (e.g., Abstracts 3, 4, 6). There is no mention of longitudinal studies
tracking fossilization over time or comparative studies across diverse cultural or
educational contexts (beyond Chinese high schools or specific institutions). This limits
understanding of how fossilization evolves or varies in different settings.

3. Underexplored Role of Technology and Modern Pedagogies

While some abstracts suggest teaching strategies (e.g., vocabulary memorization,
supportive environments), there is no mention of how modern technologies (e.g., AI-
based language apps, virtual reality, or online immersive environments) or innovative
pedagogies (e.g., gamification, task-based learning) could address fossilization.

4. Limited Focus on Specific Linguistic Domains

Although some abstracts identify types of fossilization (e.g., syntactical,
morphological), there is little in-depth analysis of how fossilization manifests
differently across specific linguistic domains (e.g., pragmatics, discourse) or how
strategies can be tailored to address domain-specific fossilization.

5. Minimal Attention to Temporary vs. Permanent Fossilization

Only one abstract (Abstract 4) explicitly distinguishes temporary fossilization
(stabilization) from permanent fossilization, and it focuses on strategies to overcome
temporary fossilization. The long-term dynamics of temporary versus permanent
fossilization and their implications for teaching remain underexplored.
 TWO NEW RESEARCH QUESTIONS
Based on the identified gaps, here are two possible research questions for new studies:
1. How do individual learner characteristics (e.g., age, cognitive styles, motivation,
and anxiety) influence the occurrence and persistence of interlanguage
fossilization in English language learning, and what tailored interventions can
mitigate these effects?
o This question addresses the gap in understanding how individual differences
contribute to fossilization (Gap 1). By exploring specific learner traits, the study
could provide insights into personalized teaching strategies to prevent or reduce
fossilization, moving beyond the general causes mentioned in the abstracts.

2. What is the impact of technology-enhanced language learning environments (e.g.,

AI-driven tools, virtual reality, or gamified platforms) on reducing interlanguage
fossilization in diverse educational contexts, and how do these effects vary across
temporary and permanent fossilization?
o This question tackles the underexplored role of technology (Gap 3) and the
distinction between temporary and permanent fossilization (Gap 5). It also
incorporates the need for contextual studies (Gap 2) by examining diverse
educational settings, potentially offering innovative solutions to enhance language
acquisition.