Linguistic interference, fossilization, false cognates and speaking anxiety in English learners
DOI:
https://doi.org/10.63688/aqet8v95Keywords:
second language acquisition, linguistic interference, fossilization, false cognates, speaking anxietyAbstract
This study examines the interaction between linguistic and affective factors in second language acquisition, focusing on linguistic interference, fossilization, false cognates, and speaking anxiety. The research adopts a qualitative approach through a systematic literature review guided by the PRISMA 2020 framework. A total of 25 peer-reviewed studies published between 2010 and 2025 were selected from databases such as Scopus, Web of Science, Dialnet, and Google Scholar.
The findings reveal that these variables do not operate independently but form an interconnected system that significantly influences learners’ performance and development in English as a second language (ESL). Linguistic interference was identified as a persistent source of error caused by the transfer of first language structures. Fossilization emerged as the stabilization of errors influenced by cognitive limitations and instructional conditions, especially feedback and practice opportunities. False cognates contributed to lexical inaccuracies through misleading cross-linguistic similarities, affecting comprehension and production. Speaking anxiety was identified as a key affective factor that interferes with cognitive processing and reduces learners’ willingness to communicate.
The study highlights the reciprocal relationship between linguistic difficulties and speaking anxiety, showing how each factor reinforces the other and limits communicative development. Based on these findings, the research proposes an integrated pedagogical strategy that combines contrastive awareness, structured error correction, guided speaking activities, and supportive feedback to improve linguistic accuracy and learner confidence, promoting stronger communicative competence.
References
Albelihi, H. H. M., & Al-Ahdal, A. (2024). Overcoming error fossilization in academic writing: Strategies for Saudi EFL learners to move beyond the plateau. Asian Journal of Second and Foreign Language Education, 9, 75. https://doi.org/10.1186/s40862-024-00303-y
Angoluan, K., & Barretto, M. (2024). Understanding fossilization among Gen Z learners: A case study. South Journal of Language Education. https://www.journal.qiteplanguage.org/index.php/sjle/article/view/50
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, H., & Zhao, B. (2013). A study of interlanguage fossilization in second language acquisition and its teaching implications.
Ellis, R. (1997). Second language acquisition. Oxford University Press. https://archive.org/details/secondlanguageacquisitionellis
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). Routledge. https://doi.org/10.4324/9780203932841
Han, Z.-H. (2004). Fossilization in adult second language acquisition. Multilingual Matters. https://doi.org/10.21832/9781853596889
Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2024). Cochrane handbook for systematic reviews of interventions. https://training.cochrane.org/handbook
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Iraqi, A., et al. (2025). Fossilization among Moroccan EFL learners. Journal of English Language Teaching and Learning. https://jeltl.org/index.php/jeltl/article/view/1698
Khakimova, N. (2024). The impact of native language interference on ESL learning. https://doi.org/10.5281/zenodo.15478517
Li, Y., & Ren, Y. (2023). A review of research on fossilization in second language learning. https://lnep.ewapub.com/article/view/7522
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press. https://elt.oup.com/catalogue/items/global/teacher_development/oxford_handbooks_for_language_teachers/9780194541268
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press. https://doi.org/10.1017/CBO9781139524537
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Ringbom, H. (2007). Cross-linguistic similarity in foreign language learning. Multilingual Matters. https://books.google.com/books?id=oeEM1tK1fy8C
Sampedro Mella, M. (2024). An approach to the lexical ambiguity caused by false cognates in Spanish L2. Studia Linguistica, 78(1), 186–205. https://doi.org/10.1111/stul.12225
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(1–4), 209–231. https://doi.org/10.1515/iral.1972.10.1-4.209
Teimouri, Y., Goetze, J., & Papi, M. (2023). Second language anxiety: Construct, effects, and sources. Annual Review of Applied Linguistics, 43, 309–328. https://doi.org/10.1017/S0267190523000065
Webb, S., Dang, T. N. Y., & Coxhead, A. (2025). Spanish–English cognates and false cognates in academic spoken vocabulary. Applied Linguistics. https://doi.org/10.1093/applin/amaf041
Zhang, S., & Khalid, A. (2024). Usage of virtual reality in combating social anxiety disorders in non-native English speakers: A survey. arXiv. https://arxiv.org/abs/2409.13085
Published
Issue
Section
License
Copyright (c) 2026 Jeimi Rebeca Orellana Rivera, Fernando David Villacís Calvache, Juan Rodrigo Salinas Martínez, Carlos Gabriel Cantos Borja, Marcia Rosalía Escobar Escobar (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
El artículo se distribuye bajo la Licencia Creative Commons Atribución 4.0 . Salvo que se indique lo contrario, el material publicado asociado se distribuye bajo la misma licencia.
