Fossilization and Learning Strategies in Second Language Acquisition [microform] / William R. Sims.
In interlanguage, the transitional state reaching from one's native language to a given target language, phonological, morphological, syntactic, lexical, sociocultural, or psycholinguistic errors may be generated and systematized by the process of fossilization. Depending on the amount of time...
Saved in:
| Online Access: |
Request ERIC Document |
|---|---|
| Main Author: | |
| Format: | Microfilm Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1989.
|
| Subjects: |
| Summary: | In interlanguage, the transitional state reaching from one's native language to a given target language, phonological, morphological, syntactic, lexical, sociocultural, or psycholinguistic errors may be generated and systematized by the process of fossilization. Depending on the amount of time needed for remediation, fossilized features may be either "hard" or "soft." Fossilization may arise from the application of false learner hypotheses, or it may have neurolinguistic, socio-affective, or instructional origins. Language learning strategies are devices used to process incoming target language data in instructional situations, and are thought to facilitate deep cognitive processing and, as a result, more thorough learning. The relationship between fossilization and learning strategies has received minimal scholarly attention. However, the literature of learning strategies suggests a shift of pedagogical focus from language teachers to language learners. The proposed relationship of fossilization and learning strategies, given a cognitive frame of reference, could be a key to the remediation of systematized errors, as the role of learner information processing in the second language acquisition process becomes more clearly understood. Further research is needed on the following: time required to identify and replace erroneous/misapplied hypotheses, application of compensatory techniques, or improvement of motivation; transfer of learning strategies across languages; and joint operation of metacognitive strategies. (Author/MSE) |
|---|---|
| Item Description: | ERIC Document Number: ED339195. |
| Physical Description: | 13 pages. |
| Audience: | Teachers. Practitioners. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |
| Preferred Citation of Described Materials Note: | MinneTESOL Journal, v7 p61-72 1987-89. |