《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。
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。
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
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.
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