a study of interlanguage fossilization in college students english writing英语专业大学论文.docx

a study of interlanguage fossilization in college students english writing英语专业大学论文.docx

《a study of interlanguage fossilization in college students english writing英语专业大学论文.docx》由会员分享，可在线阅读，更多相关《a study of interlanguage fossilization in college students english writing英语专业大学论文.docx（15页珍藏版）》请在冰豆网上搜索。

astudyofinterlanguagefossilizationincollegestudentsenglishwriting英语专业大学论文

AStudyofInterlanguageFossilizationinCollegeStudents’EnglishWriting

Abstract:

Interlanguageisalsoknownasinterlanguageortransitionallanguage,itissystemicknowledgeaboutthesecondlanguageestablishedinlearners’brainintheprocessofsecondlanguagelearning,thesystemicknowledgeinthelearner'smindformsaimmobilizedthinking,sotheconceptof"fossilization"isformed.Interlanguagefossilizationreferstothestagnantphenomenonofthesecondlanguagelearnersaftertheirsecondlanguageabilityreachingacertainlevelanditisdifficulttomakeprogressinthatperiod.Interlanguagefossilizationhasaseriousnegativeimpactonthelearnerofasecondlanguage,butiftheproblemissolved,thelanguageabilityofthesecondlanguagelearnerswillbegreatlyimproved.Currently,interlanguagefossilizationappearsmostlyinsecondlanguagewriting,theauthortakesthisphenomenonasabackground,EnglishasstudiedlanguageandEnglishmajorstudentsinBeijingInstituteofDisasterPreventionScienceandTechnologyasthegoalofinvestigationthencombineswithsuchwritingmethodsasliteraturemateriallaw,casetrackingmethod.ThepurposeofthisthesisistoanalyzethereasonsoftheappearanceofinterlanguagefossilizationintheprocessofEnglishlearningandmeasuresofsolvingtheproblem.

Keywords:

interlanguage；fossilization；problemresearch；countermeasureanalysis

Introduction

Theconceptof"languagefossilization"wasfirstlyputupintheUnitedStatesin1972,AmericanlinguistSelinkerthinksthatwhentherulesandthesystemtendoflearners’ownmothertongueretainintheinterlanguagerelatedtothesecondlanguage,andthistendencywillnotvaryaccordingtothelearners’ageandlearningtime.Analysisofpetrochemicalphenomenonisaprominentsubjectinsecondlanguageacquisitionresearchsubject,becauseithelpstofindtherulesofforeignlanguagelearningandprovideatheoreticalandpracticalbasisfortheforeignlanguagelearning.Thecontrastiveanalysis,prevalentinthe1960s,isbasedonthetheoryofbehaviorismandstructuralismlinguisticsanditthinksthathumanlanguagebehavior,likeotherbehaviors,isthehabitformedthroughthestimulusresponse（SR）.Whatperformancesontheteachingisthecorrectlanguagehabitsformedthroughmechanicalworkoflanguageform,sothekeyoflearningforeignlanguagelaysinwhetherornotthelanguagelearnerscanimitatethetargetlanguageproperlyandformlanguagehabits.Amorefundamentalreasonistheinterferenceofmothertongue,namelynegativetransfer.Sotheprocessoflearningforeignlanguageinvolvesovercomingtheinterferenceofmothertongueandpromotingpositivetransferofmothertongue.

Peopleformedanewunderstandingofsecondlanguagelearningprocessinthe60swhenthecognitivepsychologyrises.Chomsky’stransformationaltheoryplaysaveryimportantroleinthefield.Peoplefoundthattherearetwocontrastiveanalyses:

oneisthatalotofmistakesarenotcausedbythemothertongueinterference.（Dulaythinksthatonlythreepercentofallmistakesarecausedbymothertongueinterference）,Comparativeanalysisisalsounpredictable.TheotheristhatnativelanguageacquisitionstudiesshowthatLanguagelearningisnotthestimulusandreactionsthatcontrastiveanalyststhought.Itisacreativehypothesestestprocess,Learnerscanuseallkindsofknowledge,Suchastheknowledgeofmothertongueandtargetlanguage,knowledgeoflanguagecommunicationability,knowledgeofhumansocietytoconsciouslycarryonhypothesistestingontheuseofthetargetlanguage.Thisisaprocessoflanguagebuildingandreconstructing,whichhasthecharacteristicsofpermeability,systemicandvariability.Themainstreamofthisperiodiserroranalysistheorythattakescognitivetheoryasthebasisofpsychology.

Thebasicassumptionisthatthethereisakindofspecialmechanisminbrainhasadealwithlanguageknowledge.Analysisoftheseerrorscouldbeusedtolearnsecondlanguagelearningprocess.Themaingoaloferroranalysisistorevealtowhatextenttheuniversalgrammarcanaffecttheprocessofsecondlanguageacquisition.Itsaysinthelearners'learningprocessthereisboundtobemistakes.Observation,analysisandclassificationoftheerrorscanrevealthelearners'intrinsicmechanism.Comparedwithcomparativeanalysis,theirmaindifferenceisthattherearemanycausesofmistakes,includingnotonlythemothertongueinterference,butthemainisthedifferencebetweenthelanguagelearners’owngeneratedlanguagesystemandtheonetheyhavelearnt.Dulaythinksthat85%ofallthemistakesbelongtothiskindofthefault,anditisofgreatimportancetocarryresearchofthiskindofmistakes:

Forteachers,thisisanecessarywaytoknowthestudents'progress;Forresearchers,Thisisthemeanstoknowwhatthelearnersdotomasterthelanguage;Forlearners,thisisanindispensablemeansoflearningalanguage.Accordingtothetheoryoferroranalysis,wecanidentify,describeandexplainerrors.Explainingerrorshelplearnthecauseofmistakesandcorrectthemradically.

Therefore,intheinitialstudyofinterlanguagefossilization,thecausereasonsofinterlanguagefossilizationinclinedtopsychologicalfactors.Essentially,interlanguagefossilizationisakindofstudyproblemthatcan'tbeeliminatedandmayappearateverystageinprocessofsecondlanguagelearning.Atthesametime,alotofresearchindicatethatifthephenomenonoflanguagefossilizationappearsintheprocessoflearningasecondlanguage,thenlearners'secondlanguagelevelwillstagnantnomatterhowlonglearnershavestudiedthesecondlanguageandhowdeepthecontentofthelearning.Whilepracticallyspeaking,thissecondlanguagefossilizationisauniversalphenomenoninsecondlanguagelearning.Atpresent,Englishisthemostpopularsecondlanguageinourcountry,amongthewholecountry'slanguagelearningstudents,Englishlearnersoccupymorethan70%.Therefore,toanalyzetheinterlanguagefossilizationinEnglishlearningandtoexplorethestrategytoavoidithasbecomeakeyresearchsubjectinthecurrentEnglishlinguisticsfield.Especiallyforthelanguagelearnersinthephaseofuniversitystudy,theirinterlanguagefossilizationmostlybelongtothetemporaryfossilizationandwillbesolvedproperlyorbeavoidedeffectivelyaslongasguidedbyreasonablemethods.ThispapertakesthisasabackgroundtoselecttopicandcombineswiththerelatedconceptsofinterlanguagefossilizationforthepurposeofexploringthecausereasonsofinterlanguagefossilizationintheprocessofEnglishwriting,ittakesthestudentsinEnglishlinguisticsfieldofBeijingInstituteofDisasterPreventionScienceandTechnologyasrespondents,themethodofactualsurveyisadoptedtostudythesolutionstrategy.Itwouldbebetterthatifthestudyofthisarticlecanprovidecertainreferencetothestudyofinterlanguagefossilizationsolutionandthenmakecertaincontributiontothedevelopmentofprofessionallearningasecondlanguage.

LiteratureReview

Sincethephenomenonof"interlanguagefossilization"isputforward,manyexpertsandscholarsathomeandabroadhavestudiedit.Firstlyistheresearchofthecauseofinterlanguagefossilization:

Selinker（2000）explainsthephenomenonofinterlanguagefossilizationfromtheangleofpsychologyandputsforwardthreecauses:

thetrainingtransfer,learningstrategyandcommunicationstrategy.Inthesubsequentresearch,heputsforwardthecausefactorsofinterlanguagefossilization,includingthetwokindsoffactors,thatis,externalfactorsandinternalfactors.Theinternalfactorsincludeageandlearningdesire,whileexternalfactorsinclude:

pressure,learningopportunitiesandsoon.Lamendella（2005）thinksthatthereisa"subsystem"totalkinsecondlanguagelearningfromtheperspectiveofphysiologicalmechanism,thatis,itisadynamicprocessforlanguagelearnerstostudyfromthenativelanguagetosecondlanguagelearning.Whenthelanguagelearnersbegintostudyasecondlanguage,thelanguagesystemofasecondlanguagehasnotyetformed,somostofthelearnersbuildasecondlanguagesystemonthebasisoftheirnativelanguagesystem,thebuildingprocesswillleadtotheproductionoftheinterlanguageaswellasthephenomenonofinterlanguagefossilization.Thesecondistheresearchofcountermeasuresofinterlanguagefossilization.

Krashen（2007）thinksthatasacommonphenomenonintheprocessofsecondlanguagelearning,thesolutionstrategytotheinterlanguagefossilizationwilltakeitscauseofproductionintoconsideration.Sowewillhavetoanalyzethecauseofformationofinterlanguagefossilizationoflanguagelearnersbeforetheaddressinordertosolvetheproblem.Onlyinthiswaycanwethinkaboutthehighlyindividualizedsolution.Analyzingfromitsorigin,wecanstartwiththeexternalcauseandinternalcause;therefore,solvingstrategiesalsoneedtobedividedintotwogradients,thatis,externalstrategyanditsownstrategy.Ellis（2009）thinksthatthetheoryofinteractioncanexplainthegenerationofinterlanguagefossilizationphenomenon.Intheprocessoflearners’secondlanguageacquisition,thecontentthatisnotcorrectinclassroomchannelsplaysaroleinlanguageinputtosomeextentandleadstothelearners’incorrectprecipitationthenthephenomenonofinterlanguagefossilizationisformed.Atthesametime,inthestudyoftheoriginoftheinterlanguagefossilization,healsobelievesthatoriginationofinterlanguagefossilizationisfromthepragmaticprocess,rathe