Preface 1 Introduction Fossilization and Ultimate Attainment General failure Differential success/failure A Conceptual Framework An Outline of the Book 2 What Is Fossilization? Selinker?s Definitions Others? View Dictionary Definitions An Alternative Definition Key Issues Is fossilization global or local? Is fossilization a product or a process? Summary 3 Behavioral Reflexes and Causal Variables An Overview Sample Explanations Absence of corrective feedback Quality of input Lack of access to universal grammar Failure of parameter resetting Learning inhibiting learning Automatization of faulty knowledge Lack of understanding Processing constraints Lack of sensitivity to input Change in emotional state Natural inclination to focus on content, not on form Avoidance Satisfaction of communicative needs Lack of acculturation Will to maintain identity Two Primary Determinants of Lack of Ability Summary 4 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 5 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 The Schwartz and Sprouse (1996) study The Sorace (1993) study Summary
6 A Microscopic Analysis: Some Empirical Evidence Some Empirical Studies The longitudinal approach The typical-error approach The advanced-learner approach The corrective-feedback approach The length-of-residence approach Critique of the Methodologies Two recent longitudinal studies Is stabilization synonymous with fossilization? Should a longitudinal study last five years or longer? The Modular Nature of Fossilization Linguistic Features Prone to Fossilization The Multiple Effects Principle Summary 7 Second Language Instruction and Fossilization To What Extent Does Instruction Aid Acquisition? Explicit or implicit instruction? Is grammar instruction necessary? The zone of capability To What Extent Does Instruction Promote Fossilization? Classroom input Pedagogic strategies Opportunity for use of languageSummary 8 Summary and Conclusion A Synopsis Implications for Research and Practice General Directions for Future Research References Index
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