Abstract
The fossilization process is one of the distinctive characteristics of learning a second language (L2). Adult L2 learners are most likely to experience it. It is characterized by a cessation of learning, despite frequent input. However, it remains unclear how the situation changes after a period of living in the first language (L1). In order to address the obscured issue, the current research conducted a longitudinal study by interviewing the same participant before and after one academic semester on the same subject and analyzed the transcripts with two dimensions: grammar and phonology. The results showed that the participant’s grammatical skills and phonetic error patterns did not improve much after one semester. The study discussed the underlying factors based on participants’ learning and living situations, intending to provide implications for teaching and learning L2 grammar and phonetics.
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