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 | |
198 | |
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Common terms and phrases
acquire adult L2 learners adult learners adult SLA analysis Applied Linguistics Bialystok Chapter classroom cognitive communicative competence complexity conceptual constraints context corrective feedback critical period Critical Period Hypothesis DeKeyser developmental effects Ellis English errors Eubank evidence explicit instruction explicit knowledge exposure factors focus on form fossilizable fossilization grammar hence Hypothesis implicit informants interaction interlanguage intra-learner Kellerman Krashen 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 perspective phonology Pienemann principles production proficiency psycholinguistic rules Schachter Schumann Second Language Acquisition second language learning Selinker semantic sensitive period Sharwood Smith silization SLA literature SLA research Sorace Sprouse stabilization strategies structure Studies in Second success syntactic target language target-like teacher thinking for speaking tion unaccusative verbs unaccusatives understanding Universal Grammar variables verbs