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【Abstract】There are many studies about fossilization in English learning， but the views are different. Many English as a second langue learners express the fossilization is the biggest problem in English learning. This paper aims helping learners have a better understanding of fossilization phenomenon， reasons and relevant strategies so as to improve their English learning.
【Key words】English learning; fossilization; mediation
【作者簡介】 王佳，北京科技职业技术学院。
1. Introduction
It appears that L2 learners cease to make any progress in their language development when they reach intermediate states， no matter how much input they are exposed. Selinker （1992） defines this phenomenon as fossilization. However， it is controversial to identify the phenomenon of fossilization in L2 development. A major critic is that this definition lacks in sophistication， which may result in difficulty in measuring fossilization.
2. Reasons for Fossilization
（1） Critical Period Hypothesis （CPH）
There are a number of reasons for this fossilized phenomenon， and one potential explanation might be critical period. Saville- Troike （2012） points out that CPH refers to the claim that there are limited years when children’ first language can be acquired flawlessly. Young learners are more likely to be effective and successful in attaining native levels of proficiency than adolescent or adult learners. As we have seen， beyond the critical period， it is difficult or impossible to acquire some kinds of language knowledge and skills particularly in phonology. Lenneberg et al. （1967） points out that this might be the reason why majority of L2 speakers have a ’’foreign accent’’ when they miss the critical period.
However， it is arguable whether this sensitive period exists， since it is too complex and controversial. If there exists CPH， then there should be different periods in accordance with corresponding aspects of language， such as phonology and syntax. Moreover， there are evidence claim that adolescent or adult learners seem to be more successful.
（2） Information Processing （IP）
Another explanation might be that L2 becomes automatized before they reach the target proficiency from the IP perspective， and input does not make contribution to leading to their improvement. Therefore， real improvement in second language features results from purposely focusing on them. Also， unless the learner intentionally aware of the specific language forms， positive input becomes the contributor to the development in language knowledge. 3. Some strategies to overcome fossilization
（1） external realization of mediation-- scaffolding
Scaffolding is a metaphor used to describe the guidance that a teacher or more experienced peer can provide in the learning context.
【Key words】English learning; fossilization; mediation
【作者簡介】 王佳，北京科技职业技术学院。
1. Introduction
It appears that L2 learners cease to make any progress in their language development when they reach intermediate states， no matter how much input they are exposed. Selinker （1992） defines this phenomenon as fossilization. However， it is controversial to identify the phenomenon of fossilization in L2 development. A major critic is that this definition lacks in sophistication， which may result in difficulty in measuring fossilization.
2. Reasons for Fossilization
（1） Critical Period Hypothesis （CPH）
There are a number of reasons for this fossilized phenomenon， and one potential explanation might be critical period. Saville- Troike （2012） points out that CPH refers to the claim that there are limited years when children’ first language can be acquired flawlessly. Young learners are more likely to be effective and successful in attaining native levels of proficiency than adolescent or adult learners. As we have seen， beyond the critical period， it is difficult or impossible to acquire some kinds of language knowledge and skills particularly in phonology. Lenneberg et al. （1967） points out that this might be the reason why majority of L2 speakers have a ’’foreign accent’’ when they miss the critical period.
However， it is arguable whether this sensitive period exists， since it is too complex and controversial. If there exists CPH， then there should be different periods in accordance with corresponding aspects of language， such as phonology and syntax. Moreover， there are evidence claim that adolescent or adult learners seem to be more successful.
（2） Information Processing （IP）
Another explanation might be that L2 becomes automatized before they reach the target proficiency from the IP perspective， and input does not make contribution to leading to their improvement. Therefore， real improvement in second language features results from purposely focusing on them. Also， unless the learner intentionally aware of the specific language forms， positive input becomes the contributor to the development in language knowledge. 3. Some strategies to overcome fossilization
（1） external realization of mediation-- scaffolding
Scaffolding is a metaphor used to describe the guidance that a teacher or more experienced peer can provide in the learning context.