成人二语习得中的僵化现象
2008-8
外语教学与研究出版社
韩照红
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As a multilingual speaker， a second language educator and a researcher， Ihave always been fascinated by the notion of fossilization (Selinker， 1972)，that is， cessation of learning in spite of rich exposure to input， adequatemotivation to learn， and abundant opportunity for communicative prac-tice. Yet it was not until after I became a student of Larry Selinker at theUniversity of London that I began research in this area. The longitudinalstudy (Han， 1998) I performed then not only convinced me of the reality offossilization， but kindled in me an even greater interest in seeking anunderstanding of its etiology. Why is it that learners suffer fossilizationdifferentially? Why do L2 learners wind up with differential success inlearning the L2 under seemingly identical learning conditions? What doesthe existing constellation of explanations tell us about lack of learning， andabout the general understanding of adult second language acquisition(SLA)? Can instruction salvage learners from fossilization? These are someof the issues that have appealed to my attention and that I have tried toaddress in this book. With no pretense of offering an exhaustive account of fossilization， thebook synthesizes the major research on the topic， provides a conceptualframework for interpreting various manifestations of lack of learning， andexplores the relationship between instruction and fossilization， an issue ofextensive interest to second language researchers and educators. In the preparation for this book， I have benefited， in no small measure，from discussions on various issues with the following individuals (inalphabetical order)： David Birdsong， William Davies， Robert DeKeyser，Lynn Eubank， Susan Foster-Cohen， Gillies Houghton， Jan Hulstijn， ScottJarvis， Eric Kellerman， Donna Lardiere， Diane Larsen-Freeman， MikeLong， Brian MacWhinney， Terry Odlin， Bonnie Schwartz， Tom Scovel，Larry Selinker， Mike Sharwood Smith， Rex Sprouse， and Paul Wiita，though I should point out that none of them is responsible for any of theideas presented in this book.
本书所谓僵化，是指在语言学习过程中，不正确的语言特征永久性地留在学习者的中介语中，成为学习者理解或产出语言的一种方式。它是二语习得中的一种常见现象。 作者审视了30多年来的僵化研究，论述了有关僵化的基本理论，搜集和评价了大量的实证研究成果，提出应在宏观和微观两个层面上，以第二语言习得为背景研究僵化，是为数不多的全面论述僵化现象的专著。
韩照红，毕业于华中师范大学，先后获得英国爱丁堡大学语言教学硕士和伦敦大学语言学博士学位，现为美国哥伦比亚大学教师学院副教授。相信中国的语言教师和语言学习者能和她产生共鸣，并从其著述中得到启发。
Preface1 Introduction2 What is Fossilization?3 Behavioral Reflexes and Causal Variables4 A Macroscopic Analysis: Critical Period Effects5 A Macroscopic Analysis: Native Language Transfer6 A Macroscopic Analysis: Some Empirical Evidence7 Second Language Instruction and Fossilization8 Summary and ConclusionReferencesIndex
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有点难度，但是值得学习。
建议硕士以上的对第二语言习得有兴趣的学者阅读！