作者审视了过去几十年来有关成人二语习得中僵化现象研究的历史，论述了僵化研究的基本理论问题，搜集和评价了大量的实证研究成果，提出了实证研究的恰当方法，认为应该从宏观和微观两个方面来研究僵化，并提出“僵化是多种因素协同作用的结果”。此外，书中指出要对僵化及一些有关概念有正确的理解；对僵化的研究也应该是跨学科的，以便综合利用语言学、心理语言学、神经语言学和社会语言学的理论和成果。本书是研究人员、教师、学生考察僵化现象的一本必备参考书。

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
4 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
5 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
6 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
7 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 languageSummary
8 Summary and Conclusion
A Synopsis
Implications for Research and Practice
General Directions for Future Research
References
Index