Five Factors Of Fossilization And Interlanguage (Summary)

Fossilization and interlanguage (summary)
Are you aware of the mispronounce words you use when you are communicating in the second language? Do you think that the mistakes of pronunciation can be solved even when those have become a system in your mind? This document will present the definition of interlanguage and fossilization, and their changes over the time. Additionally, it will help learners of a second language to recognize whether or not they have fossilized words during the process of acquisition. At the same time, it will propose some strategies for solving and reducing the errors and problems of pronunciation that can be fossilized words as the time goes. Also, this document will present the five main reasons for which fossilization
Ex: I walked to produce forms like I goed (went), I rided (rode); Transfer or training: it is the lack of formal instruction in English; result of initial learning process on the performance of the later activities; fossilization due to certain features found in the instruction via which the learner is taught the second language; Language transfer: The errors made in the use of the second language result mainly from first language, and the differences between the first language and second language are the reasons for the occurrence of errors. There are two types of transfer; positive transfer (The similarities shared by the first language and the second help the process of acquisition of the second language), and negative transfer (The differences between the first language and the second interfere in the acquisition of the language); Strategies used by second language learners: Fossilization due to some approaches to the learning of second language material adopted by the learner; it involves incorrect learning strategies (phonological, morphological, syntactic, lexical, psycholinguistics, or socio cultural; and Strategies of second language communication: Pays
Those strategies are: To adopt proper language strategies: it can be do through the use of good learning strategies using strategies more frequently and in qualitatively different ways and involving attention to both form and meaning and it is good to take into account that different kind of learning strategies may contribute to different aspects of second language proficiency. To reduce the negative transfer: it is possible when learners do not use the target language too early until the learners’ oral competence is facilitated with sufficient input and without relying on their native language (Krashen,1983), in addition it is relevant to note that abundant input of TL can lessen the negative transfer of the native language. The last strategy is to expose learners to the target language and its culture through authentic material, the use of textbooks, and multimedia