Reading response 12 - Assignment Example

FOSSILIZATION – A ic concern of SLA Research According to Bley-Vroman (1989) Fossilization is term which s that foreign language or Second Language (L2) learners reach a certain stage of learning where they fall short of success and permanently stabilize at this stage. After this stage, L2 learning reaches a point where it cannot be acquired anymore (fossilizes). In this case, the L2 learners will not acquire all the necessary levels of the language to accord themselves full identity of the target language.

In other words, L2 learners do not fully stabilize with any language they learn.Han (2011), quoting Selinker (1972), states that this theory was developed forty years ago and has gradually been accepted by many researchers, such that it became conned a globe approach that saw L2 learners acquire new languages. It developed from generic, impressionistic observations outside tutored environment. Han (2011) also emphasized that only about 0 – 5% of L2 learners were able to achieve foreign language proficiency.

The rest were failures who became fossilized. According to Han (2011), proponents of Fossilization (as a determinant in L2 learning) also based their research on observation and interview outside the classroom environment (tutored environment). They had their targets and observed and interviewed them periodically.Unfortunately, Han (2011) states that recent research indicates that Fossilization, as a theory, is evolving. It is no longer having the global status it used to have before. Several researchers have hinted that there are several shortfalls that have made Fossilization rather a local than global approach.

Studies have proved that there are several conditions that make L2 learners acquire language, namely: bio-mutations, ability, opportunity, motivation, environment, culture, time, quality and quantity of instruction, inadequacy in input and methodology of instruction, and communicative practice of the imparted knowledge. Such conditions make some learners not to be fossilized. They excel in acquiring language.Recent researchers further argue that, early researchers only used qualitative means to interpret their data.

This renders fossilization weak as an approach. Perhaps they should have used both qualitative and quantitative means in a tutored environment of SL2.Furthermore, todays’ researchers such Long (1990), Abrahamson (2003) and Williams (2007), argue that fossilization may come due to inadequate and poor instruction to the learners of L2 coupled with poor methodology and learning environment. Such condition, plus others above, may hinder L2acquisition. As such the learners may be seen as if they have been fossilized.

Perhaps this is why researchers suggest that teachers of L2 need to explore more in order to provide the best opportunities for acquiring L2. Besides, there is need to conduct more research to try to establish the best way about what really fossilization is and its impact on L2 learning or acquisition. This is because it looks like researchers are shifting from the earlier agreements researchers made about it. In other words, failure to fully acquire L2 may be the cause of other factors far beyond fossilization.

ADVANCED LANGUAGE PROFICIENCY (ALP)This reading bases on the USA’s recent research on Advanced Language Proficiency which, it says, is influenced by two language views: cognitive and psycholinguistic (acquisition) orientation and the recent social (use) orientation. It is also based on the UK’s blended, semantically and textually oriented approach which focused linguistic phenomena in interethnic and use of longitudinal methodology as stated by Perdu (1993). Perdu (1993) further states that the two approaches do not link; hence there is no theoretical basis for understanding Advanced Language proficiency.

The paper critically addresses the past approaches on language proficiency and remaining challenges on three interrelated themes, names: probing capacity of advanced second language (L2) proficiency; describing L2 advanced proficiency; and exploring a semiotic dimension. In probing the capacity for advanced L2 proficiency, Byrnes (2006) says that applied linguistics focusing on capacity (cognitive and psycholinguistic) were replaced by advanced L2 proficiency abilities. Special attention was paid on the Critical Period Hypothesis (CPH) and constraint on native-like L2 attainment, which proposed that there was a critical period for language learning after which L2 learners would no longer process language to ability levels.

However, Delkeyser (2000) saw this theory difficult to understand and apply because of its many shortfalls. The approach also used Chomsky’s seminal distinction which advocates that competence and performance are independent from each other. There were several similar variations on native like in language learning use.Byrnes (2006 ) further analyzes the first theme by looking at fossilization and stabilization in relation to Advanced leaning Capacity. Byrne uses studies which say foreign language learning could not be attained in full because it cannot be acquired any longer after a certain stage.

However, Long (2003) down plays this proposition by stating that given better conditions, foreign language earning would continue. Finally, Byrne, quoting Lambart (2006), also uses Grammatical categories as another source of L2 ultimate attainment. According to Byrne (2006), the second theme, describing advanced L2 proficiency looks at what Advanced L2 Proficiency is. According to Schmidt (1992), is effortless and continuous performance in the second language. Here, the learner uses abstract rules skillfully, just like Koponen (2000) supports that it is the good management of the entire language.

In brief therefore, Advanced Language Proficiency refers to a cognitive orientation that sees accuracy and complexity as aspects of advancedness (Skehan, 2001).Secondly, Byrne explains that ALP can be achieved by capturing advanced language performance using diverse practical approaches such as the time they spend learning that particular language. The more the time the more they become proficient. Use of tests such as ACTFL, TOEFL, ESL, EFL, tests, questions, dialogues, registers and literature genres help to acquire and measure L2.

In short, as Wertsch (2006) puts it, advanced language proficiency may be acquired through recounting, reporting, literature genres, oral, etc.Finally, a semiotic dimension for understanding ALP looks at congruent forms of semiosis (which uses physical environments to learn) and a non-congruent metaphorical or synoptic semiosis (where meanings are remapped to different grammatical category whilst maintaining original meaning. Semiosis uses a number of conceptual and analytical tools.Byrne (2006) further explores problems that arise due to the quest to attain advanced language proficiency.

Such problems are compounded by the inability to plan research appropriately in order to come up with a concrete theory on advanced language proficiency which is currently missing. There is also lack of data, time and proper instruction, methodology, type of learners, to mention but a few. Byrne also suggest that there is need to pay attention to previous literature, case studies, conducting more well planned research, searching for more theories on the same, and linking advancedness to multilingualism.

BIBLIOGRAPHYByrnes, H. (2006). Advanced Language Proficiency - a classic concern of SLA research. In: The Routledge Handbook of SL2 acquisition (Abingdon, Oxon 2011) pp506 – 517. Retrieved from http://www.pdf9.ioxbooks.com/neurolinguistic Han, Z. (2011). Fossilization – a classic concern of SLA research. In: The Routledge Handbook of SL2 acquisition (Abingdon, Oxon 2011). pp476 – 490. Retrieved from http://www.pdf9.ioxbooks.com/neurolinguistic