Fossilization in Adult Second Language AcquisitionThis text 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? |
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 | |
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Common terms and phrases
ability acquire adult L2 learners adult learners adult SLA analysis Bialystok Chapter Chien-Shiung Wu classroom cognitive communicative competence complexity conceptual constraints context corrective feedback critical period Critical Period Hypothesis DeKeyser developmental differential failure effects Ellis English errors Eubank evidence explicit instruction explicit knowledge factors forms fossilizable fossilization function hence Hulstijn Hypothesis implicit informants interaction intra-learner Johnson and Newport Kellerman L1 influence L2 acquisition L2 learning L2 ultimate attainment lack Lamendella language transfer lexical Lightbown linguistic domains linguistic features MacWhinney modular nature morphemes native language native speakers native-like near-native Output Hypothesis pedagogic persistent perspective phonology principles production proficiency psycholinguistic restructuring rules Schachter Schumann second language acquisition Selinker semantic sensitive period Sharwood Smith silization SLA literature SLA research Sorace stabilization strategies structure subsystems suggests syntactic target language target-like teacher thinking for speaking tion unaccusative verbs unaccusatives understanding variables verbs