论文总字数：36672字

摘 要

僵化现象就像内置在成人语言学习中的预先机制。不管成人多么努力去学习，学习动机多么强烈，语言环境多么良好，然而僵化现象作为一个认知过程，是注定会发生的，使得成人无法完全掌握目标语言。它的内在因素如下：第一语言对第二语言的抑制；缺乏对输出的敏感度；错过语言关键期；缺乏文化适应；缺乏对于第二语言的交际需求。它的外在因素如下：输入质量不佳；缺乏正确的反馈机制；缺乏真实的交际目的。消除僵化现象的方法有：提高输入质量；及时纠正输出错误；提高学习者的内在学习动机；消除情感障碍促进文化适应；使用语块学习法来减少母语的干扰。

本文致力于通过对内在因素和外在因素的初步分析，使人们重视僵化现象。同时帮助成人在第二语言习得中减轻和努力消除僵化现象.

关键词：僵化现象.；成人；第二语言习得；内在因素；外在因素

Table of Contents

Acknowledgements i

English Abstract ii

Chinese Abstract iii

Table of Contents iv

Chapter One Introduction 1

Chapter Two Causal Factors of Fossilization 1

2.1 Definition of Fossilization 1

2.2 Cognitive Factors 2

2.2.1 Knowledge Representation 2

2.2.2 Knowledge Processing 4

2.2.3 Psychological Factors 5

2.3 Neuro-biological Factors 5

2.4 Socio-affective Factors 6

2.4.1 Lack of Acculturation 6

2.4.2 Lack of Social Needs of Communication in L2  7

2.5 Quality of Input 7

2.6 Absence of Corrective Feedback 8

2.7 Lack of Genuine Communicative Purposes 9

Chapter Three Solutions to Fossilization 9

3.1 Improving the Quality of Input 9

3.2 Correcting the Output in Time 10

3.3 Improving Learner's Inner Motivation 11

3.4 Eliminating Affective Obstacles to Promote Cultural Accommodation 11

3.5 Learning in Language Chunks to Reduce Mother Language Interference 12

Chapter Four Conclusion 13

Chapter One Introduction

Why a fossilized language system exists has always been one of the hot-button issues in second language acquisition research. In the process of exploring the fossilization with the intention of preventing, mitigating, and trying eliminating it, it is essential for researchers to know relevant factors contributing to language fossilization. Concerning the root of fossilization, scholars and researchers come to agree on the following point: both internal and external factors can induce fossilization. “In terms of internal factors, learner’s affective, cognitive, biological perspectives are taken into consideration; in terms of external factors, pedagogical, social and culture perspectives are deeply involved.”(Zeng 2007). Most of the studies concentrate on definitions and reasons for fossilization and some are trying to find solutions to the dilemma.

However, there are few papers that draw an overall conclusion and arrive at a set of systematic solutions to it. In this paper, the author is going to familiarize second language learners with the phenomenon of fossilization and focus on the ways of making conscious efforts to overcome it.

Chapter Two Causal Factors of Fossilization

2.  1  Definition of Fossilization

In order to know the fossilization, first we need to know the inter-language. Interlanguage refers to the fact that a second language learner has developed an independent system of language. The language system or structure is neither the learners' mother tongue nor the target language, but a "language system" between the two languages. The linguistic system represents a continuum between the mother tongue and the target language with a combination of the characteristics of the native language and the target language. It gradually moves closer to the target language, but can rarely be the same as it. This is the so-called "fossilization", which is a very common problem in students' English learning and a puzzle to be addressed.

In 1951, Weinreich (1951) first proposed the concept of fossilization, but he called it “lasting grammar effect". The greatest contribution to the study may be made by Larry Selinker（1972）, who first proposed this concept “fossilization” in 1972. Selinker divided it into individual fossilization and group fossilization. Individual fossilization, according to its specific presentation styles, is divided into error reappearance and language competence fossilization. Error reappearance refers to the fact that the learner's wrong use of language is corrected many times but still persists in his output. Language competence fossilization refers to the phenomenon that learners' fossilization appears in such aspects as pronunciation, vocabulary and syntax. Group fossilization refers to fossilized language competence accepted by most of the learners, leading to a different dialect, such as Indian English. At the same time, according to the characteristics of fossilization, Selinker divided it into temporary fossilization and permanent fossilization. Niu (2000) called temporary fossilization “plateau,” the state of the second language learning becoming stagnant before permanent fossilization appeared. If the learner cannot get past the temporary fossilization phase, then it may lead to permanent fossilization. On the other hand, if the learner is determined to fundamentally change the stagnation and make special efforts to do so, fossilization may be overcome and the learners' language proficiency will be improved.

Fossilization is not only a process, but also a common phenomenon. In practice, we are often susceptible to the influence of our mother tongue’s inherent thinking, choice of lexical items and grammar, and it is usually the case that the fossilization takes shape in this period. Fossilization is like a mountain emerging in the way of every second language learner, and the only way to reach native-like second language competence is to get over it. Although the first time when Weinreich(1951) proposed the concept of fossilization was as early as 1951, the conclusion and the strategies  discussed in the paper are not yet comprehensive. Based on a systematic analysis of the causes of the fossilization, this paper focuses on bringing the issue to second and foreign language learners' attention and helping them to understand it better in their effort to eliminate it.

2.  2  Cognitive Factors

2.  2. 1  Knowledge Representation--Inhibition of L1 on L2

Knowledge representation refers to the knowledge or information recorded and stored in the brain, and it is a major factor of individual learning. People choose different learning methodology based on different types of knowledge. As the knowledge of their first language has already registered in their brain and takes up a certain section in the learners' brain, when there is a second language making its way into this part, the first language will resist the invasion of the second language.

“Some researchers who assume a connectionist perspective attribute the lack of second language learning ability to what they describe as ‘neural entrenchment’, i.e., a consequence of the neural system having committed itself to first language learning. According to this view, learning is a matter of creating neural associations in response to environmental stimuli (i.e., input). Once formed and fixed, as a consequence of first language acquisition, the connections are difficult to sever. L2 development, subsequently, builds on such an existent network of mental representation, and thus involves, among other things, supplanting it to accommodate new input data. However, due to the resistance of the prior system (i.e., NL), restructuring in second language learning is not always possible, hence learners’ failure to acquire certain TL features. It is in this sense that learning (i.e., L1 learning) inhibits learning (L2 learning). ”(Han 2004 )

From the above, it can be seen that fossilization, which poses a huge challenge to one’s second language acquisition, is connected with a complex neural system. When people speak a second language, the brain works more slowly in reacting because the system get used to serving the L1 learning. It functions like two different operation systems. An analogy may be drawn to illustrate the point. If one is used to operating a computer with the win7 system, then he will find he had difficulty working with an apple computer with mac OS. In order to operate the apple computer comfortably, he needs to suppress the habit he has already developed in using the win7 operating system.

Secondly, the pronunciation system between first language and second language may be quite different, which results in inaccurate pronunciation. According to some research results(Zhang.2003), in China, most people who learned their dialect first will mix some local accents with Mandarin.

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