Fossilization in Adult Second Language

This 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?

ZhaoHong Han is Associate Professor of Linguistics and Education at Teachers College, Columbia University.

Preface

ix

1 Introduction

1

(11)

Fossilization and Ultimate Attainment

5

(3)

General failure

5

(2)

Differential success/failure

7

(1)

A Conceptual Framework

8

(2)

An Outline of the Book

10

(2)

2 What is Fossilization?

12

(13)

Selinker's Definitions

14

(2)

Others' View

16

(2)

Dictionary Definitions

18

(1)

An Alternative Definition

19

(2)

Key Issues

21

(2)

Is fossilization global or local?

21

(1)

Is fossilization a product or a process?

22

(1)

Summary

23

(2)

3 Behavioral Reflexes and Causal Variables

25

(19)

An Overview

25

(3)

Sample Explanations

28

(10)

Absence of corrective feedback

28

(2)

Quality of input

30

(1)

Lack of access to universal grammar

30

(1)

Failure of parameter resetting

30

(1)

Learning inhibiting learning

31

(1)

Automatization of faulty knowledge

31

(1)

Lack of understanding

32

(1)

Processing constraints

32

(1)

Lack of sensitivity to input

32

(1)

Change in emotional state

33

(1)

Natural inclination to focus on content, not on form

33

(1)

Avoidance

34

(1)

Satisfaction of communicative needs

34

(1)

Lack of acculturation

35

(1)

Will to maintain identity

36

(2)

Two Primary Determinants of Lack of Ability

38

(4)

Summary

42

(2)

4 A Macroscopic Analysis: Critical Period Effects

44

(21)

The Critical Period Hypothesis

44

(2)

CPH in FLA and SLA

46

(9)

The Modular Nature of CP

55

(2)

Critical Period Effects on Language Learning

57

(5)

Summary

62

(3)

5 A Macroscopic Analysis: Native Language Transfer

65

(22)

Transfer-inspired Delay in L2 Learning

68

(1)

'Transfer to Somewhere' and 'Transfer to Nowhere'

69

(6)

Transfer of 'Thinking for Speaking'

75

(2)

Preprogramming

77

(8)

The Schwartz and Sprouse (1996) study

77

(3)

The Sorace (1993) study

80

(5)

Summary

85

(2)

6 A Microscopic Analysis: Some Empirical Evidence

87

(38)

Some Empirical Studies

87

(10)

The longitudinal approach

88

(2)

The typical-error approach

90

(2)

The advanced-learner approach

92

(3)

The corrective-feedback approach

95

(2)

The length-of-residence approach

97

(1)

Critique of the Methodologies

97

(9)

Two recent longitudinal studies

99

(3)

Is stabilization synonymous with fossilization?

102

(2)

Should a longitudinal study last five years or longer?

104

(2)

The Modular Nature of Fossilization

106

(6)

Linguistic Features Prone to Fossilization

112

(6)

The Multiple Effects Principle

118

(3)

Summary

121

(4)

7 Second Language Instruction and Fossilization

125

(41)

To What Extent Does Instruction Aid Acquisition?

126

(21)

Explicit or implicit instruction?

129

(3)

Is grammar instruction necessary?

132

(4)

The zone of capability

136

(11)

To What Extent Does Instruction Promote Fossilization?

147

(14)

Classroom input

151

(6)

Pedagogic strategies

157

(4)

Opportunity for use of language

161

(1)

Summary

161

(5)

8 Summary and Conclusion

166

(11)

A Synopsis

166

(3)

Implications for Research and Practice

169

(5)

General Directions for Future Research

174

(3)

References

177

(21)

Index

198

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Fossilization in Adult Second Language Acquisition

Summary

Author Biography

Table of Contents

Supplemental Materials