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Description: This book addresses a fundamental question in second language acquisition research, which is: why are learners, adults in particular, unable to develop the level of competence they aspire to in spite of continuous and sustained exposure to the target language, adequate motivation to learn, and sufficient opportunity for practice? A long and widely held explanation is that fossilization (Selinker, 1972) has occurred somewhere in the course of learning. But what exactly is fossilization? How does it related to the above question? By means of a macroscopic and microscopic analysis, the author deconstructs the theoretical construct and evaluates its empirical basis, and in so doing, provides a window into the nature and the etiology of the lack of success observed across the second language learning community as well as within individual learners. The key issues discussed herein include: conceptual diversities and complexities surrounding fossilization, Critical Period effects, the preprogramming function of native language, methodological approaches to researching fossilization, empirical evidence, the modular nature of fossilization, linguistic structures prone to fossilization, and the relationship between second language teaching and fossilization. The book is intended for researchers, practitioners, and students in the fields of second language acquisition, bilingualism, and second language teaching.Contents: Introduction: Fossilization and ultimate attainment • A conceptual framework • An outline of the book • What is fossilization?: Selinker’s definitions • Others’ view • Dictionary definitions • An alternative definition • Key issues • Summary • Behavioral reflexes and causal variables: An overview • Sample explanations • Two primary determinants of lack of ability • Summary • A macroscopic analysis: Critical period effects: The critical period hypothesis CPH in FLA and SLA • The modular nature of CP • Critical period effects on language learning • Summary • A macroscopic analysis: Native language transfer: Transfer-inspired delay in L2 learning • ‘Transfer to somewhere’ and ‘transfer to nowhere’ • Transfer of ‘thinking for speaking’ • Preprogramming • Summary • A microscopic analysis: Some empirical evidence: Some empirical studies • Critique of the methodologies • The modular nature of fossilization • Linguistic features prone to fossilization • The multiple effects principle • Summary • Second language instruction and fossilization: To what extent does instruction aid acquisition? • To what extent does instruction promote fossilization? • Summary • Summary and conclusion: A synopsis • Implications for research and practice • General directions for future research • References • Index ISBN 9788130905167
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Pages : 212
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