EFL学习中的语言石化研究

出版时间：2008-8  出版社：语文出版社  作者：暴丽颖  页数：248  

前言

　　第二语言教学经历了一百多年的变迁，期间，第二语言教学的发展几乎被等同于第二语言教学法的发展。不同的语言认识论、语言习得理论和教学理念，促使第二语言教学法不断涌现、频繁更新。　　从20世纪70年代至今，第二语言习得研究蓬勃发展，取得了许多重要的研究成果，已经成为一门独立的学科。其中，经典的词素研究和加拿大浸入式教学研究，不仅确立了第二语言习得研究作为一门独立学科的地位，而且对第二语言学习产生了巨大的影响。人们开始更客观、更具体地研究第二语言习得，不仅研究第二语言教学方法，而且研究教学环境、教学内容和学习者的学习动机、认知风格、学习策略等，大大推动了第二语言习得研究。　　语言石化研究就是在这一大环境下产生和发展的。在第二语言习得研究领域，语言石化一般指在有持续的语言输入、足够的学习动机和充分的练习机会的情况下，发生的语言发展停滞现象。语言石化现象，一直是第二语言习得研究的研究热点。人们从普通语言学、社会语言学、心理语言学神经生理学的角度，探讨石化现象的产生原因和防治策略，取得了许多可喜的成果。

内容概要

　　《EFL学习中的语言石化研究》从20世纪70年代至今，第二语言习得研究蓬勃发展，取得了许多重要的研究成果，已经成为一门独立的学科。其中，经典的词素研究和加拿大浸入式教学研究，不仅确立了第二语言习得研究作为一门独立学科的地位，而且对第二语言学习产生了巨大的影响。人们开始更客观、更具体地研究第二语言习得，不仅研究第二语言教学方法，而且研究教学环境、教学内容和学习者的学习动机、认知风格、学习策略等，大大推动了第二语言习得研究。

书籍目录

Chapter 1 Introduction1.1 Overview1.2 Background of Fossilization Research1.3 Significance of the Research1.4 Organization of the BookChapter 2 A Theoretical Study on Fossilization2.1 Introduction2.2 The Recent Developments of Fossilization Research2.2.1 Defining Fossilization2.2.2 Behavioral Reflexes of Fossilization2.2.3 Causal Variables of Fossilization2.2.4 Difficulties in Research on Fossilization2.2.5 Problems in Fossilization Studies2.3 Fossilization or Stabilization as the Object of Emvirical Studies of Fossilization2.4 Fossilization from Emergentist and Connectionist Perspectives2.4.1 Emergentist Approaches to Language and SLA2.4.2 Connectionism2.4.3 Rational Contingency Learning2.4.3.1 The Design of an Optimal Processor2.4.3.2 The Rational Analysis of Learning and Memory2.4.3.3 Contingency: AP2.4.3.4 Irrationalities as the Results of the Effects of Attention2.5 Attention and Noticing Hypothesis2.6 Focus on Form2.7 Conceptual Framework of the Present Study and Research QuestionsChapter 3 Research on the Existence of Fossilization and StabilizationA Questionnaire Study3.1 Introduction3.2 L2 learners' Serf-Report about Fossilization and Stabilization3.2.1 Participants3.2.2 Methods and Materials3.2.3 Procedures3.2.4 Results and Discussions3.2.4.1 Handling Irrelevant Data3.2.4.2 Motivation Types3.2.4.3 Subject-Predicate Agreement3.2.4.4 Inflection of Plurals3.2.4.5 Inflection of Past Tense Predicate3.2.4.6 Distinguishing "He" and "She"3.2.4.7 Articles3.2.4.8 General Impression on IL Development3.2.4.9 Multiple Choice Items3.2.4.10 Open-Ended Questions3.2.4.11 Summary3.3 Foreign Language Teachers' Observation of Fossilization and Stabilization3.3.1 Participants3.3.2 Methods and Materials3.3.3 Procedures3.3.4 A Pilot Study3.3.5 Results and Discussions3.3.5.1 General Evaluation of Development and Cessation3.3.5.2 Specific Features3.3.5.3 The Participants' Feedback on Their Students' Mistakes3.3.5.4 Multiple Choice Items3.3.5.5 The Open-Ended Items3.3.5.6 SummaryChapter 4 Research on the Existence of Fossilization and Stabilization:A Pseudo-longitudinal Study4.1 Introduction4.2 Participants4.3 Methods and Materials4.4 Procedures and Coding4.5 A Pilot Study4.6 Results and Discussions4.6.1 The Grammaticality Judgment Task4.6.2 The Dictogloss Task4.6.3 The Elicited Imitation Task4.6.4 SummaryChapter 5 The Effects of Different Types of Feedback on Stabilized Features5. 1 Introduction5.2 Participants5.3 Methods and Materials5.4 Procedures and Coding5.5 Results and Discussions5.5.1 The Pretest5.5.2 The Instructional Intervention Process5.5.2. 1 Past Tense Marking5.5.2. 2 Third Person Singular Marking5.5.2.3 Articles5.5.3 The Immediate Posttest5.5. g The Delayed Posttest5.5.5 SummaryChapter 6 The Effects of Input Enhancement on Stabilized Features6.1 Introduction6.2 Participants6.3 Methods and Materials6.4 Procedures and Coding6.5 Results and Discussions6.5.1 The Pretest6.5.2 The Immediate Posttest6.5.3 The Delayed Posttest6.5.4 SummaryChanter 7 The Effects of Enhanced Output on Stabilized Features7.1 Introduction7.2 Participants7.3 Methods and Materials7.4 Procedures and Coding7.5 Results and Discussions7.5.The First Pretest7.5.The Second Pretest7.5.The Immediate Posttest7.5.The Delayed Posttest7.5.SummaryChapter 8 Conclusion8.1 Introduction8.2 Results Summary8.3 Contributions of the Research8.3.1 Theoretical Significance8.3.2 Pedagogical Implications8.3.3 Methodological Significance8.4 Limitations of the Research8.5 Recommendations for Further Research8.6 ConclusionBibliographyAppendix Ⅰ Questionnaire for StudentsAppendix Ⅱ Questionnaire for TeachersAppendix Ⅲ Material for the Pseudo-Longitudinal Sludy

章节摘录

　　While it is surely the case that some people are more articulate thanothers in using their Ll,all children with normal faculties and given normalcircumstances master their mother tongue. People marvel at the easeand rapidity with which children acquire their L1. Standing in contrastwith L1 acquisition,SEA does not often result in the outcome of languagemastery. Furthermore, there is a much broader range of language profi-ciency achieved among L2 learners than first. The issue of differentialsuccess involves not only inter-learner view but also intra-learnerview. The ultimate attainment of L2 learners end up with differential ter-minal IL states and for a given learner, part of his IL system ceases to de-velop. In SLA research, such kind of failure has largely been dealt withunder the construct of "fossilization" （ Selinker, 1972）.　　Although SLA researchers have studied fossilization since Selinkerproposed the construct in 1972, there is no universally acknowledged defi-nition of fossilization. A wide range of cessation of second or foreign lan-guage learning is reported under the construct of fossilization in all kindsof learuing conditions. Researchers in this field attribute different beha-vioral reflexes to fossilization, explain fossilization from different perspec-tives, and make efforts to solve the problem of fossilization with differentmeasures. Consequently, as Long（ 2003, p. 492 ） asserts, numerous studiesover the past 30 years purporting to demonstrate and explain fossilizationmay be questioned for their defects in describing fossilization, choosingsubjects, collecting data, and conducting analysis. The chaotic situation offossilization study, on one hand, calls for a paradigm and theoreticaland methodological frameworks. 　　……