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Selinker suggests that the most important distinguishing factor related to L2 acquisition is the phenomenon links bracelet of fossilization. However, both his explanation that “fossilizable linguistic phenomena are linguistic items, rules, and subsystems which speakers of a particular native language will tend to keep in their interlingua relative to a particular target language, no links of london sweetie bracelets matter what the age of the learner or amount of explanation or instruction he receives in the target language” (Selinker, 1972, p. 215) and his hypotheses on IL fossilization are fascinating in that they contradict our basic links of london sweetie understanding of the human capacity to learn. How is it that some learners can overcome IL fossilization, even if they only constitute, according to Selinker, “a mere 5%” (1972, p. 212), while the majority of L2 learners cannot, ‘no matter sweetie bracelet what the age or amount of explanation or instruction’? Or is it perhaps not that they cannot overcome fossilization, but that they will not? Does complacency set in after L2 learners begin to communicate, as far as they are concerned, effectively friendship bracelets nough, in the TL, and as a result does motivation to achieve native-like competence diminish?
The concept of fossilization in research is so intrinsically related to IL that Selinker (1972) considers it to be a fundamental phenomenon of all SLA and not just to adult learners. Fossilization has received such wide recognition that it has links of london silver been entered in the Random House Dictionary of the English Language (1987). Selinker’s concept of fossilization is similar to that of Tarone (1976), Nemser (1971), and Sridhar (1980), all of whom attempted to explore the causes of fossilization in L2 learners’ IL.
Fossilization has attracted links of london considerable interest among researchers and has engendered significant differences of opinion. The term, borrowed from the field of, and actually a misnomer, is effective because it conjures up an image of dinosaurs being enclosed in residue and becoming a set of hardened remains encased links of london charm in sediment. The metaphor, as used in SLA literature, is appropriate because it refers to earlier language forms that become encased in a learner’s IL and that, theoretically, cannot be changed by special attention or practice of the TL. Despite debate over the links of london sweetie rings degree of permanence, fossilization is generally accepted as a fact of life in the process of SLA.
One factor that has obvious relevance to fossilization is motivation and various studies have been links of london sweetie ring conducted regarding motivation to learning L2 (Gardner, 1988; Gardner & Smythe, 1975; Schumann. 1976, 1978a, l978b), and the relationship of fossilization to the learner’s communicative needs (Corder, 1978; Nickel, 1998; Ushioda, 1993). Arguments have particularly emerged regarding adult learners’ general lack of empathy with TL native speakers and links of london ring culture. According to Guiora et al. (1972), adults do not have the motivation to change their accent and to acquire native-like pronunciation. Unlike children, who are generally more open to TL culture, adults have more rigid language ego boundaries. It is hypothesized that adults may therefore be inclined to establishing their cultural and ethnic identity, and this they do by links ring maintaining their stereotypical accent .Notwithstanding this, there is a lack of needed research, particularly regarding achievement motivation, especially in view of the fact that fossilization can be considered the most distinctive characteristic of links london earring adult SLA. To date, fossilization continues to remain something of a mystery in SLA.