Richards-Beyond-Plateau.pdf

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Moving Beyond
the Plateau
From Intermediate to Advanced
Levels in Language Learning
Jack C. Richards
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cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
32 Avenue of the Americas, New York, NY 10013-2473, USA
www.cambridge.org
© Cambridge University Press 2008
This book is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.
First published 2008
Printed in the United States of America
isbn -13 978-0-521-97597-1 paperback
Book layout services: Page Designs International
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Table of Contents
Introduction 1
1 There is a gap between receptive and productive competence 4
2 Fluency may have progressed at the expense of complexity 7
3 Learners have a limited vocabulary range 12
4 Language production may be adequate but often lacks the
characteristics of natural speech 16
5 There are persistent, fossilized language errors 19
Conclusion 21
References and further reading 22
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Introduction
In this booklet, we will examine some of the typical problems second-language
learners often encounter when they move from the lower-intermediate to the
upper-intermediate/advanced level of language proficiency. In particular, we
will explore the problems learners seeking to make this transition sometimes
encounter – the fact that they appear to have reached a plateau in their language
learning and do not perceive that they are making further progress. We will
explore some of the features of this apparent language-learning plateau and sug-
gest strategies to help learners overcome this problem.
As they move from the basic to intermediate to advanced levels in
their language proficiency, many second- or foreign-language learners will con-
firm that language learning does not always follow a smooth progression. There
are times when progress seems to be marked and noticeable, as for example,
with many basic-level language learners. After their first 200 or so hours of
instruction, they begin to break through the threshold of learning to become
real users of the language, even if at a fairly simple level. Those who have experi-
enced the transition to this level of learning recall the feelings of satisfaction and
achievement that came as they found themselves actually capable of real com-
munication in English. Reaching this level of learning, however, is no simple
matter. Acquiring a usable supply of essential and high-frequency vocabulary
does not come easily, nor does the ability to recall and use the correct grammar
and conversational patterns at the appropriate times and to understand the gist
and sometimes the details of the language learners hear.
However, once learners have arrived at an intermediate level of lan-
guage learning, progress does not always appear to be so marked, and making
the transition from intermediate to the upper-intermediate/advanced level
sometimes proves frustrating. Some may feel they have arrived at a plateau and
making further progress seems elusive, despite the amount of time and effort
they devote to it.
The Chinese scholar, Fan Yi (2007), described the phenomenon in
the following way:
An EFL learner of average intelligence usually does not have much
difficulty in the early stage of learning. Because of curiosity and the
assumption that he or she can make an immediate use of what he or she
is learning to communicate with English-speaking people, the learner is
highly motivated at the early stages of learning. The learner imitates,
memorizes and practices all the input from the teacher and the textbook.
Introduction 1
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Though mechanically to a great extent, he or she does try hard to learn.
On the other hand, as all the input of the English language is absolutely
new to the learner, it is stimulating and easy to remember. When stimuli
are new to the learner, the learner is more motivated to learn and
memorize them. So most EFL learners can have a good start in learning
no matter what teaching approaches are used.
However, as the learning process goes on, the learner finds it harder
and harder to take in new language data. The teacher also finds that
his input, no matter how much he or she tries to make it interesting, is
no longer as easily taken in by the learners as it used to be. The students
are more and more discouraged by the fact that their ambition of
mastering English as a means of communication turns out to be a false
assumption. They find that they know a lot about the English language,
but they can hardly say they know English. It is during this period of
time that many EFL learners suffer great anxiety and eventually give
up their efforts to learn the English language. Later on, for one reason
or other, they have to start learning English again. They soon meet the
same problem. As this circle rolls over again and again, they fail to be
able to acquire a real competence to communicate by means of English,
even if they may have studied English for more than ten years.
Inevitably, learners who have reached the upper-intermediate level will have
somewhat different language use profiles and learning needs, but the following
problems are often encountered:
1. There is a gap between receptive and productive competence.
Learners may have made considerable progress in listening
comprehension and reading, but still feel inadequate when it
comes to speaking skills.
2. Fluency may have progressed at the expense of complexity.
Learners may make primary use of lower-level grammar, as well as
vocabulary and communication strategies to express their meaning
and may not have acquired more sophisticated language patterns
and usage characteristics of more advanced second-language users.
3. Learners have a limited vocabulary range.
Vocabulary development has not progressed sufficiently. Learners
tend to overuse lower-level vocabulary and fail to acquire more
advanced vocabulary and usage.
4. Language production may be adequate but often lacks the
characteristics of natural speech.
Learners’ English may be fluent and grammatical but sounds too
formal or too bookish.
2 Moving Beyond the Plateau
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