Attention, Awareness, and Noticing: The Role of Consciousness and the Selective Fossilization Hypothesis

Abstract

Learning a second language (L2) is a complex and variable process. Unlike first language (L1) acquisition, second language acquisition (SLA) is often marked by an interlanguage (IL) consisting of fragmentary, incomplete knowledge to varying degrees in different linguistic domains (e.g., morphosyntax, phonology, and semantics), with only occasional, piecemeal success as far as complete acquisition is concerned. Selinker (1972) was the first one in the field of SLA to use the term fossilization to refer to such premature stabilization of L2 deviant forms. Since then, fossilization research has remained a cornerstone of the field, constantly shedding light on and/or fueling the advances in related subareas, such as L2 learnability and teachability.