Chapter 1 Introduction
1.1 Research background
Selinker (1972) suggests that the phenomenon of fossilization is the most importantdistinguishing factor related to L2 acquisition. No matter what the age or amount ofexplanation or instruction they have received, most of L2 learners cannot overcomefossilization. It is assumed to be quite small that the number of second language learnerswho are considered to develop nativelike fluency in an L2. Fossilization has attractedconsiderable interest among researchers and has engendered significant differences ofopinion.Many researchers have attempted to find answer to solve the fossilizationphenomenon, and they attempted to discover: 1) why fossilization occurs; 2) whetherfossilization is inevitable or avoidable; 3) what kind of linguistic material is likely to befossilized; 4) what type of learners are more prone to fossilize. All of these have beendiscussed in SLA. Many scholars have argued that native-like fluency in an L2 is notpossible beyond a certain age; some argue that fossilization is the result of a learningenvironment which is far from ideal.About the causal factors of fossilization, different researchers have different opinions.One factor of obvious relevance to fossilization is motivation, and the learner’scommunicative needs are also related to fossilization. And then the arguments thatlearners’ general lack of empathy with the TL native speakers and culture have emerged.
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1.2 Research purpose and significance
Since the phenomenon of fossilization in interlanguage is proposed by Selinker in1972, it has drawn much attention and commonly acknowledged at home and abroad. Thispaper introduces the definition, classification, and how the errors present and its possiblecausal factors of fossilization trying to help Chinese students have a better understandingof the phenomenon and at the same time provide some suggestions so as to avoid itsinfluence.Errors in the writings are the significant materials for teachers and students to makejudgments. Through the study of the highly repeating errors, students may know better inwhat aspects of writing or even language learning they are weak. So they could pay moreattention to those aspects if they want to make some improvements. During the process ofstudying errors, the possible problems in the present teaching aspect can also be reflected.Therefore, detecting the fossilized errors, finding out the causes and offering someavailable suggestions may be contribute to improve both language teaching and students’writing proficiency.In fact, many researches have been done on the analysis of errors in writings.However, some of the researches only focus on one kind of errors such as errors of syntax,vocabulary, and preposition. Some only pay attention to the proportion of the errors. The number of the researches on the analysis of the errors committed by different stages’students is relatively small. The author believes that it is worth making an overall analysisof the errors in the compositions of middle school and high school students.
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Chapter 2 Literature Review
2.1 Interlanguage
The CA focused on the influence of L1 on L2 and it emphasizes the similarities anddifferences between L1 and L2. A，英语论文范文，英语毕业论文
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