Journal ArticleDOI
Rule fossilization: a tentative model†
Neddy A. Vigil,John W. Oller +1 more
TLDR
In this paper, a cybernetic model of factors involved in the fossilization of grammatical and lexical forms in learner grammars is offered, and a distinction between affective and cognitive dimensions of a multidimensional channel of human communication is made between expected and unexpected feedback.Abstract:
A cybernetic model of factors involved in the fossilization of grammatical and lexical forms in learner grammars is offered. A distinction is made between affective and cognitive dimensions of a multidimensional channel of human communication. A distinction is also made between expected and unexpected feedback. It is argued that expected negative feedback on the cognitive dimension of language usage is the principal de-stabilizing factor in the development of learner grammars. When the configuration of feedback to the learner becomes predominantly expected positive feedback on the cognitive dimension it is predicted that the learner's level of proficiency will tend to fossilize. Thus, the tendency toward fossilization of either correct or incorrect forms is governed by feedback principally on the cognitive dimension. However, if feedback on the affective dimension is not predominantly as expected, and predominantly positive, the feedback on the cognitive dimension will lose much of its force. Predominantly negative affective feedback whether expected or unexpected is likely to result in abortion of further communication attempts.read more
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Journal ArticleDOI
Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
TL;DR: This paper investigated the relationship among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level, and found that the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors.
Book
Language Teacher Supervision: A Case-Based Approach
TL;DR: Language Teacher Supervision illuminates an under-explored area of the language teaching profession as discussed by the authors using case studies of actual teaching situations, and explores such issues as teacher evaluation, autonomy, authority, awareness and attitude.
Journal ArticleDOI
The Effects of Grammar Supplementation on Written Accuracy in an Intermediate Spanish Content Course
TL;DR: The authors found that a grammar review is a beneficial supplement to a content course when performance on grammar-focused tests is important, but that an intermediate level content course by itself can promote significant improvement in grammatical accuracy in writing in the target language.
Book ChapterDOI
Practice in a Second Language: A cognitive approach to improving immersion students' oral language abilities: The Awareness-Practice-Feedback sequence
Leila Ranta,Roy Lyster +1 more
TL;DR: The value of using cognitive skill-learning theory (Anderson, 1983) as a framework for sequencing instructional activities aimed at improving the formal accuracy of the otherwise fluent speech of immersion students is highlighted.
Journal ArticleDOI
Changing Fossilized Pronunciation
TL;DR: The authors describe an approach for dealing with the pronunciation of advanced ESL learners who may be relatively fluent but who remain quite inaccurate, often referred to as "fossilized" learners.
References
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Book
Pragmatics of Human Communication: A Study of Interactional Patterns, Pathologies and Paradoxes
TL;DR: The Pragmatics of human communication as discussed by the authors have become the foundation of much contemporary research into interpersonal communication, in addition to laying the groundwork for context-based approaches to psychotherapy.
Book
Change; principles of problem formation and problem resolution
TL;DR: In this paper, the author explores why some people can successfully change their lives and others cannot, and why problems arise and are perpetuated in some instances but easily resolved in others.
Journal ArticleDOI
The interlanguage hypothesis extended to children1
TL;DR: The authors showed that the IL hypothesis can be extended from adult second-language acquisition settings to those non-simultaneous child language acquisition settings where the major sociolinguistic variables is the absence of peers who are native speakers of the target language (TL).