Overcoming plateaus in second language acquisition

The purpose of this study was to investigate the second language (L2) learning experiences of people who have reached near-native proficiency in English after surmounting plateaus in their interlanguage. Two research questions were addressed: (1) How do people with near-native proficiency in a second language, who have overcome plateaus in their interlanguage, describe their L2 learning experiences? (2) What factors have helped those learners overcome their language plateaus?; This study was based on Selinker's (1972) theories of interlanguage and fossilization. In particular, it focused on the notion of plateaus in the interlanguage of adult L2 learners. This investigation followed the procedures of basic qualitative research.; Nine college students from different native language backgrounds participated in this study as informants. The data were collected using a semistructured interview. The data analysis involved consolidating, reducing and interpreting the gathered information in order to discover emergent themes and categories.; This study yielded the following results: (1) the participants reported plateau symptoms that included deficits of L2 competence, loss of motivation and diminished self-confidence; (2) the learners' plateaus were caused mainly by lack of opportunities to practice the L2 and culture shock; (3) factors that helped the participants overcome their plateaus involved: awareness of plateaus, determination to improve, change of attitude toward L2 speakers and their culture, interaction with native L2 speakers, their feedback on learner performance, and paying attention to particular aspects and uses of the language.; On the basis of these findings, it was concluded that (a) under appropriate conditions, plateaus can be overcome by adult L2 learners; (b) exposure to the L2 and interaction with L2 speakers are necessary for people to learn the language and eventually surmount plateaus; (c) awareness of the plateaus is equally necessary for learners to undertake actions aimed at overcoming their plateaus; (d) both positive and negative experiences in the learners' lives can encourage them to get over their plateaus; and (e) learners must be highly motivated, have high levels of self-confidence, be willing to take moderate risks, and believe they can solve their learning problems.