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1、TeachersCollege,ColumbiaUniversityWorkingPapersinTESOL&AppliedLinguistics,2006,Vol.6,No.1BookReviewStudiesofFossilizationinSecondLanguageAcquisitionZhaoHongHanandTerrenceOdlin,Eds.Clevedon,England:MultilingualMatters.2006.Pp.x+214.Havingsystematicallyexaminedandevaluatednearly30yearsofresear
2、chonfossilizationinher2004volume,FossilizationinAdultSecondLanguageAcquisition,ZhaoHongHan,alongwithco-editorTerrenceOdlin,nowexploresthemorecurrentfossilizationliteratureinitssequel,StudiesofFossilizationinSecondLanguageAcquisition.OnemightarguethatHanandOdlinhavetakenonanevengreaterchallen
3、gehere,asitisnosmallfeattobringtogethersuchawidevarietyofperspectivesinavolumethatisatonceintegratedandeven-handed.Thattheysucceedisnosurprisetoanyonefamiliarwiththeirwork.Inchapter1,HanandOdlinopenwiththequestionthatmotivatesthebook:Aresecondlanguagelearnersabletobecomeasproficientandnative
4、-likeintheirL2asintheirL1?Thisisaquestionthatremainstobeansweredtoeveryone’ssatisfaction.Yetfromthehundredsofstudiesoffossilizationthathaveemergedoverthepastthreedecades,twocompetingviewscanbeidentified:Birdsong’s(chapter9)success-drivenmodel,whichstresseslearnerpotentialandstates,inessence,
5、thateverythinginL2islearnable,andHanandOdlin’sfailure-drivenmodel,whichfocusesonthelimitationsofthelearnerandmaintains,conversely,thateverythingintheL2isnotlearnable(Han,2005).Alsoincludedinchapter1isadescriptionofHan’sthree-tieredrepresentationofL2ultimateattainment.Themodelincludesthecross
6、-learnerlevel,whichspeakstoadultlearners’near-universalfailureinattainingnative-likecompetenceintheL2;theinter-learnerlevel,whichischaracterizedbythestrikinglybroadrangeofproficiencies(e.g.,minimaltovirtuallynative-like)observedamongadultL2learners;andtheintra-learnerlevel,wheredifferentials
7、uccessondiscretefeaturesoftheL2canbeobservedwithinasinglelearner.ThesedistinctionsaredeemednecessarysincetheyremindusthattheL2endstateisneitherglobalnormonolithicaswaspreviouslybelieved.Chapter1continueswithadiscussionofperceiveddefinitional,concep
