Larry Selinker (1972): Was among the first to pay attention systematically
to”fossilization” in second language learning. The fossilization occurs when
learners incorpórate incorrect forms or gramatical structures into their
relatively fixed, or completed ,versión of the target language.
COGNITIVE DEVELOPMENT
The work of British cognitive psychologist Venon Hamilton (1983) has provided
us with a useful theorical framework for clarifyng further the contribution of
general cognitive abilities to the phenomen of acculturation albeit implicitly.
Hamilton’s argument is essentially that knowledge resides in concepts that are,
in turn, abstractions from facts and states.Those facts and states are, according
Hamilton, best represented formally as being in memory in the form of what he
calls “semantic labels” a notion not unlike our everyday understanding of the
meaning of the Word.
We will look briefly at the work of three theorists who have had significant
impact on the field in the área of cognitive considerations in second language
acquisition;
CUMMINS (1981): Was the first to propose the distinction between what he called
basic interpersonal communication skills (BICS) and cognitive academic
language proficiency (CALP).CALP is, in very general terms, that language
valued in the school setting and measured on achievement tests.
Wong Fillmore (1983), in characterizing the important stages in second language
acquisition, came to somewhat similar conclusiones, but with a finer set of
distinctions. Focusing on relatively specific language skills, she noted five
qualitatively differents stages in second language acquisition:
NOVICE SPEAKERS (her stage 1 ours) depend almost exclusively on situacional
clues and first language strategias and vocabulary.
ADVANCE BEGINNERS (her stage 2 and ours) understand most face –to face
conversations and can use rules to produce language but are generally limited to
functional kinds of tasks and interactions.
COMPETENTE SPEAKERS (her stage 3 and ours) know most basic rules of
gramar an conversation, think in the language, and make relatively few serios
mistakes.
PROFICIENT SPEAKERS (her stage 4 and ours) can select language effectively
to meet specific goals, even if they have to bend the rules to do so; they have
developd reliable institutions as to which they have to ben the rules to do so.fight
lebel: which we have not incorporated here, she exemplifies as entailing the
ability to write profesional quality poetry in the second language.