1.

Defining the topic:

Definition of “fossilization”
The term ‘fossilization’ was first introduced by Selinker (1972), he defined
fossilization as a permanent halt in interlanguage development. Despite the learner
having access to favorable learning conditions, this cessation still occurs, highlighting the
permanence of fossilization and its contradiction to these positive conditions. Similarly,
Chen & Zhao (2013) claimed that fossilization occurs when learners create a cessation of
interlanguage learning before fully acquiring the standard norm of the target language.
Inheriting the above views, Hoque (2017) has come up with an improved definition.
Fossilization is characterized by a state where the learner stops refining their
interlanguage in certain respects, regardless of how long they have been exposed to the
target language, new data, or teaching methods. In this assignment, we will use Selinker's
definition because it is the foundational definition and most comprehensive
representation of the aspects of fossilization.
2. Negative impacts of fossilization on language acquisition.
2.1. Fossilization impacts on phonetics.
Fossilization may lead to inaccurate sound generation. According to Halahan et al.
(2023), fossilization makes it harder to distinguish between the “apical-alveolar
pronunciation” of the corresponding English phonemes and the “dorsal-tooth
articulation” of [t], [d], [n], and [l]. It also makes it harder to distinguish between all of
the English language's sounds by ear. It may lead to a dependence on Ukrainian
intonation and, among other things, an inaccurate categorization of words into
meaningful groupings. Rahal & Smaoui (2020) supported this viewpoint by stating that
Tunisian participants frequently made mistakes with the schwa sound, using other vowel
sounds instead. They specifically substituted /3:/ for /ɔ/, /ʊ:/ for /ʊ/, /e/ for /ə/, /ei/ for
/ə/, /ʊ/ for /ʌ/, and /a:/ for /ae/. Consequently, this fossilization can hinder their ability to
convey their ideas clearly and effectively in spoken English, leading to
misunderstandings.
2.2. Fossilization impacts on grammar.
Fossilization can lead to grammatical errors. According to Carnegie Mellon
University research, a lot of students had trouble with word order because of
fossilization, frequently feeling confused about placing verbs correctly. Additional
difficulties arise with adverbial order, particularly in long and complex sentences where
mistakes were more likely to increase . Additionally, Nozadze (2012) noted that for
Georgian students at all language learning levels, verb tenses are the main cause of
fossilized errors. These mistakes might impair their ability to communicate effectively in
presentations, conversations, and the ITA exam.
2.3. Fossilization impacts on vocabulry.
Including the aspect of vocabulary, it is a fact that when senior second language
learners gain vocabulary knowledge to a certain degree, they tend to be stuck in their
interlanguage and cannot break through this barricade, that is to say, they cannot reach
the same level as native speakers (Wang, 2022). Fossilized vocabulary errors are
defined as students' errors in word choice, including word collocation and the omission of
certain words Many students make mistakes in their writing because they are unfamiliar
with the rules governing the change of nouns' forms, including single and plural nouns
(Shi & Peng, 2024).
2.4. Fossilization impacts on learners’ motivation.
Fossilization could cause a decrease of learners’ motivation. It can be difficult to
remember all the right answers at once, thus several mistakes could be made. By the end
of the communication, students' drive to speak correctly has drastically decreased
(Halanan et al., 2023). Their excitement is weakened and their writing abilities stagnate
as a result of their rejection and avoidance of English writing (Shi & Peng , 2024). As a
result, this decrease in motivation continues to reinforce a cycle of disengagement from
the process of learning English.

Carnegie Mellon University. (n.d.). Understanding fossilized grammar: When fluency is

stronger than grammar. Carnegie Mellon University. https://cmu.edu/student-
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Chen, H., & Zhao, B. (2013). A study of interlanguage fossilization in Second
language acquisition and its teaching implications. Proceedings of the 2013
International Conference on Educational Research and Sports Education.
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Halahan, Ya. V., Bezuhla, I. V., & Leshchinska, A. V. (2023). Study Of Phonological
Fossilization In The Process Of The English Language Acquisition. Scientific Notes of V.
I. Vernadsky Taurida National University", Series: "Philology. Journalism, 1(1), 134–
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Hoque, E. (2017). Introduction to Second language acquisition. Language

Acquisition (pp.1-23)
Rahal, A., & Smaoui, C. (2020). Assessing the role of selective fossilization
hypothesis in determining fossilizable phonetic errors in Tunisian EFL learners’
oral output. Language Testing in Focus: An International Journal, 2, 1–15.
https://doi.org/10.32038/ltf.2020.02.01
Wang, Y. (2022). The causation of lexical fossilization and its pedagogical
implications. Proceedings of the 2022 5th International Conference on
Humanities Education and Social Sciences (ICHESS 2022), 96–104.
https://doi.org/10.2991/978-2-494069-89-3_13
Nozadze, A. (2012). Dealing with Fossilized Errors while Teaching Grammar.
Journal of Education, 1(1):41-46,2012 ISSN:2298-0172
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Shi, Y., & Peng , C. (2024). A study on the lexical fossilization in senior high school
english writing. Frontiers in Educational Research, 7(9).
https://doi.org/10.25236/fer.2024.070917