On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing

Autor/in	Nushi, Musa
Titel	On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing
Quelle	In: Journal of Language and Linguistic Studies, 12 (2016) 2, S.66-86 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Foreign Countries; Longitudinal Studies; English (Second Language); Second Language Instruction; Second Language Learning; Test Reliability; Test Validity; Error Analysis (Language); Error Correction; Error Patterns; Feedback (Response); Persuasive Discourse; Language Tests; Language Proficiency; Essays; Scoring Rubrics; Questionnaires; Learning Motivation; Form Classes (Languages); Interlanguage; College Second Language Programs; College Students; Psycholinguistics; Language Processing; Grammar; Language Usage; Iran + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Testreliabilität; Testvalidität; Error analysis; Language; Fehleranalyse; Korrektur; Fehlertyp; Persuasion; Persuasive Kommunikation; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Fragebogen; Motivation for studies; Lernmotivation; Analytischer Sprachbau; Zielsprache; Collegestudent; Psycholinguistik; Sprachverarbeitung; Grammatik; Sprachgebrauch
Abstract	Han's (2009, 2013) selective fossilization hypothesis (SFH) claims that L1 markedness and L2 input robustness determine the fossilizability (and learnability) of an L2 feature. To test the validity of the model, a pseudo-longitudinal study was designed in which the errors in the argumentative essays of 52 Iranian EFL learners were identified and categorized based on a researcher-developed error taxonomy. Next, the learners were provided with implicit and explicit corrective feedback on those errors to see if there existed any errors that would persist despite learners' motivation and the pedagogical intervention to eliminate them from their writing. ANOVA results revealed that the errors in the "pronoun," "word order," "passive voice" and "possessive categories" persisted in the written output of the participants. A sub-classification of errors in the pronoun and possessive categories showed that deletion and redundant addition of subject pronouns, lack of agreement between pronouns and their antecedents, vague or ambiguous pronoun references in the pronoun category, and a wrong use of the apostrophe (') or apostrophe + s ('s) with regular plurals in the possessive category proved most resistant to correction, pointing to their tendency towards becoming fossilized. That tendency, however, could not be accounted for by the SFH. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01