RULE FOSSILIZATION: A TENTATIVE MODEL¹

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.

Chinese Secondary EFL Learners’ and Teachers’ Preferences for Types of Written Corrective Feedback

“…CF as negative feedback can be a detrimental factor on learners' mastery of grammar (Vigil & Oller, 1976), and grammar error correction is ineffective and harmful to learners' writing (Truscott, 1996). This triggers the expansion of research on examining the usefulness of written CF.…”

Collocare le abilità produttive all’interno di una prospettiva autenticamente comunicativa

“…consente allo studente di verificare la tenuta dell'interlingua), gli permette cioè di monitorare l'assimilazione delle regole (Swain 1985;Izumi 1999;; b. se associato a testi oggetto di comprensione, diventa, in sede di interazione tra pari, una potente strategia di approfondimento della comprensione stessa (Long 1991;1996); c. fa sì che lo studente si riconosca parte attiva del processo di acquisizione, capace di azione sulla lingua e mediante la lingua (Vigil, Oller 1976).…”

Tendencies and Characteristics of Feedback Given by Primary English Language Teachers in Croatia

“…to differentiate positive feedback from praise, Reigel (2005) offers an expanded definition of oral positive feedback which not only has a metalinguistic component (praise) taking the form of evaluative feedback such as "fine," "good," and "excellent" (vigil and Oller, 1976), but also a linguistic component (affirmation) and a paralinguistic one (laughter). The latter refers to "Normal conversational responses that one gives in face-to-face situations.…”