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

1、a study of interlanguage fossilization in college students english writing 英语专业大学论文A Study of Interlanguage Fossilization in College Students English WritingAbstract: Interlanguage is also known as interlanguage or transitional language, it is systemic knowledge about the second language established

2、 in learners brain in the process of second language learning, the systemic knowledge in the learners mind forms a immobilized thinking, so the concept of fossilization is formed. Interlanguage fossilization refers to the stagnant phenomenon of the second language learners after their second languag

3、e ability reaching a certain level and it is difficult to make progress in that period. Interlanguage fossilization has a serious negative impact on the learner of a second language, but if the problem is solved, the language ability of the second language learners will be greatly improved. Currentl

4、y, interlanguage fossilization appears mostly in second language writing, the author takes this phenomenon as a background, English as studied language and English major students in Beijing Institute of Disaster Prevention Science and Technology as the goal of investigation then combines with such w

5、riting methods as literature material law, case tracking method. The purpose of this thesis is to analyze the reasons of the appearance of interlanguage fossilization in the process of English learning and measures of solving the problem.Key words: interlanguage；fossilization；problem research；counte

6、rmeasure analysisIntroductionThe concept of language fossilization was firstly put up in the United States in 1972, American linguist Selinker thinks that when the rules and the system tend of learners own mother tongue retain in the interlanguage related to the second language, and this tendency wi

7、ll not vary according to the learners age and learning time. Analysis of petrochemical phenomenon is a prominent subject in second language acquisition research subject, because it helps to find the rules of foreign language learning and provide a theoretical and practical basis for the foreign lang

8、uage learning. The contrastive analysis, prevalent in the 1960s, is based on the theory of behaviorism and structuralism linguistics and it thinks that human language behavior, like other behaviors, is the habit formed through the stimulus response (SR). What performances on the teaching is the corr

9、ect language habits formed through mechanical work of language form, so the key of learning foreign language lays in whether or not the language learners can imitate the target language properly and form language habits. A more fundamental reason is the interference of mother tongue, namely negative

10、 transfer. So the process of learning foreign language involves overcoming the interference of mother tongue and promoting positive transfer of mother tongue.People formed a new understanding of second language learning process in the 60 s when the cognitive psychology rises. Chomskys transformation

11、al theory plays a very important role in the field. People found that there are two contrastive analyses: one is that a lot of mistakes are not caused by the mother tongue interference. (Dulay thinks that only three percent of all mistakes are caused by mother tongue interference), Comparative analy

12、sis is also unpredictable. The other is that native language acquisition studies show that Language learning is not the stimulus and reactions that contrastive analysts thought. It is a creative hypotheses test process, Learners can use all kinds of knowledge, Such as the knowledge of mother tongue

13、and target language, knowledge of language communication ability, knowledge of human society to consciously carry on hypothesis testing on the use of the target language. This is a process of language building and reconstructing, which has the characteristics of permeability, systemic and variabilit

14、y. The mainstream of this period is error analysis theory that takes cognitive theory as the basis of psychology.The basic assumption is that the there is a kind of special mechanism in brain has a deal with language knowledge. Analysis of these errors could be used to learn second language learning

15、 process. The main goal of error analysis is to reveal to what extent the universal grammar can affect the process of second language acquisition. It says in the learners learning process there is bound to be mistakes. Observation, analysis and classification of the errors can reveal the learners in

16、trinsic mechanism. Compared with comparative analysis, their main difference is that there are many causes of mistakes, including not only the mother tongue interference, but the main is the difference between the language learners own generated language system and the one they have learnt. Dulay th

17、inks that 85% of all the mistakes belong to this kind of the fault, and it is of great importance to carry research of this kind of mistakes: For teachers, this is a necessary way to know the students progress; For researchers, This is the means to know what the learners do to master the language; F

18、or learners, this is an indispensable means of learning a language. According to the theory of error analysis, we can identify, describe and explain errors. Explaining errors help learn the cause of mistakes and correct them radically. Therefore, in the initial study of interlanguage fossilization,

19、the cause reasons of interlanguage fossilization inclined to psychological factors. Essentially, interlanguage fossilization is a kind of study problem that cant be eliminated and may appear at every stage in process of second language learning. At the same time, a lot of research indicate that if t

20、he phenomenon of language fossilization appears in the process of learning a second language, then learners second language level will stagnant no matter how long learners have studied the second language and how deep the content of the learning. While practically speaking, this second language foss

21、ilization is a universal phenomenon in second language learning .At present, English is the most popular second language in our country, among the whole countrys language learning students, English learners occupy more than 70%. Therefore, to analyze the interlanguage fossilization in English learni

22、ng and to explore the strategy to avoid it has become a key research subject in the current English linguistics field. Especially for the language learners in the phase of university study, their interlanguage fossilization mostly belong to the temporary fossilization and will be solved properly or

23、be avoided effectively as long as guided by reasonable methods. This paper takes this as a background to select topic and combines with the related concepts of interlanguage fossilization for the purpose of exploring the cause reasons of interlanguage fossilization in the process of English writing,

24、 it takes the students in English linguistics field of Beijing Institute of Disaster Prevention Science and Technology as respondents, the method of actual survey is adopted to study the solution strategy. It would be better that if the study of this article can provide certain reference to the stud

25、y of interlanguage fossilization solution and then make certain contribution to the development of professional learning a second language. Literature Review Since the phenomenon of interlanguage fossilization is put forward, many experts and scholars at home and abroad have studied it. Firstly is t

26、he research of the cause of interlanguage fossilization: Selinker (2000) explains the phenomenon of interlanguage fossilization from the angle of psychology and puts forward three causes: the training transfer, learning strategy and communication strategy. In the subsequent research, he puts forward

27、 the cause factors of interlanguage fossilization, including the two kinds of factors, that is, external factors and internal factors. The internal factors include age and learning desire, while external factors include: pressure, learning opportunities and so on. Lamendella (2005) thinks that there

28、 is a subsystem to talk in second language learning from the perspective of physiological mechanism, that is, it is a dynamic process for language learners to study from the native language to second language learning. When the language learners begin to study a second language, the language system

29、of a second language has not yet formed, so most of the learners build a second language system on the basis of their native language system, the building process will lead to the production of the interlanguage as well as the phenomenon of interlanguage fossilization. The second is the research of

30、countermeasures of interlanguage fossilization. Krashen (2007) thinks that as a common phenomenon in the process of second language learning, the solution strategy to the interlanguage fossilization will take its cause of production into consideration. So we will have to analyze the cause of formati

31、on of interlanguage fossilization of language learners before the address in order to solve the problem. Only in this way can we think about the highly individualized solution. Analyzing from its origin, we can start with the external cause and internal cause; therefore, solving strategies also need

32、 to be divided into two gradients, that is, external strategy and its own strategy. Ellis (2009) thinks that the theory of interaction can explain the generation of interlanguage fossilization phenomenon. In the process of learners second language acquisition, the content that is not correct in clas

33、sroom channels plays a role in language input to some extent and leads to the learners incorrect precipitation then the phenomenon of interlanguage fossilization is formed .At the same time, in the study of the origin of the interlanguage fossilization, he also believes that origination of interlanguage fossilization is from the pragmatic process, rathe