Fossilization in Adult Second Language AcquisitionThis book is a systematic attempt to address the issue of fossilization in relation to a fundamental question in second language acquisition research, which is: why are learners, adults in particular, unable to develop the level of competence they have aspired to in spite of continuous and sustained exposure to the target language, adequate motivation to learn, and sufficient opportunity to practice? |
From inside the book
Results 1-5 of 86
Page 5
Sorry, this page's content is restricted.
Sorry, this page's content is restricted.
Page 6
Sorry, this page's content is restricted.
Sorry, this page's content is restricted.
Page 7
Sorry, this page's content is restricted.
Sorry, this page's content is restricted.
Page 11
Sorry, this page's content is restricted.
Sorry, this page's content is restricted.
Page 15
Sorry, this page's content is restricted.
Sorry, this page's content is restricted.
Contents
Introduction | 1 |
Fossilization and Ultimate Attainment | 5 |
Differential successfailure | 7 |
A Conceptual Framework | 8 |
An Outline of the Book | 10 |
What is Fossilization? | 12 |
Selinkers Definitions | 14 |
Others View | 16 |
Transfer of Thinking for Speaking | 75 |
Preprogramming | 77 |
The Sorace 1993 study | 80 |
Summary | 85 |
A Microscopic Analysis Some Empirical Evidence | 87 |
The longitudinal approach | 88 |
The typicalerror approach | 90 |
The advancedlearner approach | 92 |
Dictionary Definitions | 18 |
An Alternative Definition | 19 |
Key Issues | 21 |
Is fossilization a product or a process? | 22 |
Summary | 23 |
Behavioral Reflexes and Causal Variables | 25 |
Sample Explanations | 28 |
Quality of input | 30 |
Learning inhibiting learning | 31 |
Lack of understanding | 32 |
Change in emotional state | 33 |
Avoidance | 34 |
Lack of acculturation | 35 |
Will to maintain identity | 36 |
Two Primary Determinants of Lack of Ability | 38 |
Summary | 42 |
A Macroscopic Analysis Critical Period Effects | 44 |
CPH in FLA and SLA | 46 |
The Modular Nature of CP | 55 |
Critical Period Effects on Language Learning | 57 |
Summary | 62 |
A Macroscopic Analysis Native Language Transfer | 65 |
Transferinspired Delay in L2 Learning | 68 |
Transfer to Somewhere and Transfer to Nowhere | 69 |
The correctivefeedback approach | 95 |
The lengthofresidence approach | 97 |
Two recent longitudinal studies | 99 |
Is stabilization synonymous with fossilization? | 102 |
Should a longitudinal study last five years or longer? | 104 |
The Modular Nature of Fossilization | 106 |
Linguistic Features Prone to Fossilization | 112 |
The Multiple Effects Principle | 118 |
Summary | 121 |
Second Language Instruction and Fossilization | 125 |
To What Extent Does Instruction Aid Acquisition? | 126 |
Explicit or implicit instruction? | 129 |
Is grammar instruction necessary? | 132 |
The zone of capability | 136 |
To What Extent Does Instruction Promote Fossilization? | 147 |
Classroom input | 151 |
Pedagogic strategies | 157 |
Opportunity for use of language | 161 |
Summary and Conclusion | 166 |
Implications for Research and Practice | 169 |
General Directions for Future Research | 174 |
177 | |
198 | |
Other editions - View all
Common terms and phrases
ability acquire adult L2 analysis appears approach aspects attention Chapter classroom cognitive communicative competence complexity conceptual constraints construction context corrective feedback critical period determine differential discussion effects Ellis empirical English errors evidence example existence explanation explicit exposure fact factors failure findings focus fossilization French function further given grammar hence Hypothesis implicit individual influence input instruction interaction interlanguage issue Kellerman knowledge L2 acquisition L2 learners L2 learning lack language learning largely later limited linguistic Long longitudinal major maturational meaning native speakers nature needs occur performance persistent perspective positive possible practice present principles production question result rules Schachter Second Language Acquisition Selinker semantic sensitive showed similar stabilization stage structure success suggests target language teacher tion transfer types ultimate attainment unaccusatives understanding University variables verbs