Han的《成人二语习得中的僵化现象》审视了过去30多年来僵化研究历史，论述了僵化的基本理论问题，搜集和评价了大量的实证研究成果，建议了实证研究的恰当方法。而特别值得推荐的是本书从理论概括的水准上提出了一个研究框架：从宏观和微观两个方面研究僵化。Han的《成人二语习得中的僵化现象》是全面论述僵化现象为数不多的一本专著，是研究人员、教师和研究生考察僵化现象的一本好参考书。

本书所谓僵化，是指在语言学习过程中，不正确的语言特征永久性地留在学习者的中介语中，成为学习者理解或产出语言的一种方式。它是二语习得中的一种常见现象。

作者审视了30多年来的僵化研究，论述了有关僵化的基本理论，搜集和评价了大量的实证研究成果，提出应在宏观和微观两个层面上，以第二语言习得为背景研究僵化，是为数不多的全面论述僵化现象的专著。

Preface

1 Introduction

 Fossilization and Ultimate Attainment

General failure

Differential success / failure

 A Conceptual Framework

 An Outline of the Book

2 What is Fossilization?

 Selinker's Definitions

 Others' View

 Dictionary Definitions

 An Alternative Definition

 Key Issues

Is fossilization global or local?

Is fossilization a product or a process?

Summary

3  Behavioral Reflexes and Causal Variables

An Overview

Sample Explanations

Absence of corrective feedback

Quality of input

Lack of access to universal grammar

Failure of parameter resetting

Learning inhibiting learning

Automatization of faulty knowledge

Lack of understanding

Processing constraints

Lack of sensitivity to input

Change in emotional state

Natural inclination to focus on content, not on form.

Avoidance

Satisfaction of communicative needs

Lack of acculturation

Will to maintain identity

 Two Primary Determinants of Lack of Ability

 Summary

A Macroscopic Analysis: Critical Period Effects

 The Critical Period Hypothesis

 CPH in FLA and SLA

 The Modular Nature of CP

 Critical Period Effects on Language Learning

 Summary

A Macroscopic Analysis: Native Language Transfer

 Transfer-inspired Delay in L2 Learning

 'Transfer to Somewhere' and 'Transfer to Nowhere

 Transfer of 'Thinking for Speaking'

 Preprogramming

The Schwartz and Sprouse (1996) study

The Sorace (1993) study

 Summary

A Microscopic Analysis: Some Empirical Evidence

 Some Empirical Studies

The longitudinal approach

The typical-error approach

The advanced-learner approach

The corrective-feedback approach

The length-of-residence approach

 Critique of the Methodologies

Two recent longitudinal studies

Is stabilization synonymous with fossilization?

Should a longitudinal study last five years or longer?

 The Modular Nature of Fossilization

 Linguistic Features Prone to Fossilization

 The Multiple Effects Principle

 Summary

Second Language Instruction and Fossilization

 To What Extent Does Instruction Aid Acquisition?

Explicit or implicit instruction?

Is grammar instruction necessary?

The Zone of capability

 To What Extent Does Instruction Promote Fossilization?

Classroom input

Pedagogic strategies

Opportunity for use of language

 Summary

8 Summary and Conclusion

 A Synopsis

 Implications for Research and Practice

 General Directions for Future Research

References

Index