EFL学习中的语言石化研究

　　Chapter 1 Introduction
　　1.1 Overview
　　1.2 Background of Fossilization Research
　　1.3 Significance of the Research
　　1.4 Organization of the Book
　　Chapter 2 A Theoretical Study on Fossilization
　　2.1 Introduction
　　2.2 The Recent Developments of Fossilization Research
　　2.2.1 Defining Fossilization
　　2.2.2 Behavioral Reflexes of Fossilization
　　2.2.3 Causal Variables of Fossilization
　　2.2.4 Difficulties in Research on Fossilization
　　2.2.5 Problems in Fossilization Studies
　　2.3 Fossilization or Stabilization as the Object of Emvirical Studies of Fossilization
　　2.4 Fossilization from Emergentist and Connectionist Perspectives
　　2.4.1 Emergentist Approaches to Language and SLA
　　2.4.2 Connectionism
　　2.4.3 Rational Contingency Learning
　　2.4.3.1 The Design of an Optimal Processor
　　2.4.3.2 The Rational Analysis of Learning and Memory
　　2.4.3.3 Contingency: AP
　　2.4.3.4 Irrationalities as the Results of the Effects of Attention
　　2.5 Attention and Noticing Hypothesis
　　2.6 Focus on Form
　　2.7 Conceptual Framework of the Present Study and Research Questions
　　Chapter 3 Research on the Existence of Fossilization and Stabilization
　　A Questionnaire Study
　　3.1 Introduction
　　3.2 L2 learners' Serf-Report about Fossilization and Stabilization
　　3.2.1 Participants
　　3.2.2 Methods and Materials
　　3.2.3 Procedures
　　3.2.4 Results and Discussions
　　3.2.4.1 Handling Irrelevant Data
　　3.2.4.2 Motivation Types
　　3.2.4.3 Subject-Predicate Agreement
　　3.2.4.4 Inflection of Plurals
　　3.2.4.5 Inflection of Past Tense Predicate
　　3.2.4.6 Distinguishing "He" and "She"
　　3.2.4.7 Articles
　　3.2.4.8 General Impression on IL Development
　　3.2.4.9 Multiple Choice Items
　　3.2.4.10 Open-Ended Questions
　　3.2.4.11 Summary
　　3.3 Foreign Language Teachers' Observation of Fossilization and Stabilization
　　3.3.1 Participants
　　3.3.2 Methods and Materials
　　3.3.3 Procedures
　　3.3.4 A Pilot Study
　　3.3.5 Results and Discussions
　　3.3.5.1 General Evaluation of Development and Cessation
　　3.3.5.2 Specific Features
　　3.3.5.3 The Participants' Feedback on Their Students' Mistakes
　　3.3.5.4 Multiple Choice Items
　　3.3.5.5 The Open-Ended Items
　　3.3.5.6 Summary
　　Chapter 4 Research on the Existence of Fossilization and Stabilization:
　　A Pseudo-longitudinal Study
　　4.1 Introduction
　　4.2 Participants
　　4.3 Methods and Materials
　　4.4 Procedures and Coding
　　4.5 A Pilot Study
　　4.6 Results and Discussions
　　4.6.1 The Grammaticality Judgment Task
　　4.6.2 The Dictogloss Task
　　4.6.3 The Elicited Imitation Task
　　4.6.4 Summary
　　Chapter 5 The Effects of Different Types of Feedback on Stabilized Features
　　5. 1 Introduction
　　5.2 Participants
　　5.3 Methods and Materials
　　5.4 Procedures and Coding
　　5.5 Results and Discussions
　　5.5.1 The Pretest
　　5.5.2 The Instructional Intervention Process
　　5.5.2. 1 Past Tense Marking
　　5.5.2. 2 Third Person Singular Marking
　　5.5.2.3 Articles
　　5.5.3 The Immediate Posttest
　　5.5. g The Delayed Posttest
　　5.5.5 Summary
　　Chapter 6 The Effects of Input Enhancement on Stabilized Features
　　6.1 Introduction
　　6.2 Participants
　　6.3 Methods and Materials
　　6.4 Procedures and Coding
　　6.5 Results and Discussions
　　6.5.1 The Pretest
　　6.5.2 The Immediate Posttest
　　6.5.3 The Delayed Posttest
　　6.5.4 Summary
　　Chanter 7 The Effects of Enhanced Output on Stabilized Features
　　7.1 Introduction
　　7.2 Participants
　　7.3 Methods and Materials
　　7.4 Procedures and Coding
　　7.5 Results and Discussions
　　7.5.The First Pretest
　　7.5.The Second Pretest
　　7.5.The Immediate Posttest
　　7.5.The Delayed Posttest
　　7.5.Summary
　　Chapter 8 Conclusion
　　8.1 Introduction
　　8.2 Results Summary
　　8.3 Contributions of the Research
　　8.3.1 Theoretical Significance
　　8.3.2 Pedagogical Implications
　　8.3.3 Methodological Significance
　　8.4 Limitations of the Research
　　8.5 Recommendations for Further Research
　　8.6 Conclusion
　　Bibliography
　　Appendix Ⅰ Questionnaire for Students
　　Appendix Ⅱ Questionnaire for Teachers
　　Appendix Ⅲ Material for the Pseudo-Longitudinal Sludy

　　 　　《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。