二语习得英文论文

1、 辽东学院外语学院2010 2011学年学期期末考试第二语言习得学期论文论文题目 Some Strategies to solve the Interlanguage Fossilization in SLA 课程名称 第二语言习得 学 号 0311080330 姓 名 刘景伟 学院（系） 外语学院 专 业 英语 呈交时间 2011年 6月 26日 ii AbstractsMost of Chinese students have many problems in the process of learning English that they always make mistakes wh

2、ich can not be corrected. This phenomenon is called fossilization of inter-language in second language acquisition which has drawn great attention from many researchers in linguistics. From two aspects, internal and external, there are mainly two strategies to reduce fossilization including reductio

3、n negative transfer and adoption proper learning strategies. This study has great influence in English teaching and learning that teachers and learners will have better understanding of fossilization and make their efforts to reduce it.Key words: inter-language fossilization learning strategies SLA

4、7 FossilizationDefinition of FossilizationFossilization is a common phenomenon that almost all Chinese learners have in learning English as a second language. While no one realize it until the conception was proposed by Slinkier in 1972. Since then many researchers try to define fossilization from d

5、ifferent angles that there are many versions of the definition of fossilization. However, the original definition by Slinkier in 1972 is the most widely accepted one, which goes like the following: “Fossilization linguistic phenomena are linguistic items, rules and subsystems which speakers of a par

6、ticular native language will tend to keep in their interlingua relative to a particular target language, no matter what the age of the learner or the amount of explanation and instruction he receives in the target language”.(cited from Rod Ellis, 1997.P353)Both the definitions illustrate fossilizati

7、on in a broad sense. They consider fossilization as a process in which all non-target forms might become fixed in interlingua. All types of errors may become fixed in spite of correction and instruction in language practice. Some other researchers define fossilization as a process in which errors in

8、 second language use or production become internalized and very resistant to change or correction. In a word, fossilization is a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.Classification of Fossil

9、izationAccording to Slinkier, Interlingua fossilization can be divided into two categories, namely the individual fossilization and the group fossilization, according to the different fossilized entities. The former is the persistence of individual learners IL development, while the latter is the pl

10、ateau in the diachronic development of a community language. Slinkier also divided fossilization into temporary fossilization and permanent fossilization according to different fossilizing degrees. In his view, temporary fossilization is called stabilization, which has been one of the heated topics

11、in the current fossilization studies.Strategies of Reducing Fossilization for Chinese Learners in Leaning EnglishIn the previous chapter, the author has discussed the causes of fossilization through three models and language transfer, which conclude the causes in two aspects, internal and external.

12、They are interrelated and they all together are the possible causes of fossilization. However, according to many researchers, fossilization cant be eliminate, but it can be reduced to some degree. Therefore, the solutions of reducing fossilization will be analyzed in two ways, reduction negative tra

13、nsfer, which belongs to internal factor, and adoption proper learning strategies, which is external factor. So the solutions provided below will be effectively only when they work togetherAdoption of proper learning strategiesLearning strategies are learners conscious, goal-oriented and problem-solv

14、ing based efforts to achieve learning efficiency. Among various divisions of learning strategies, those by Chatom (1986) and Oxford (1990) are widely accepted, including cognitive strategies, met cognitive strategies, and affect strategies. Cognitive strategies are strategies involved in analyzing,

15、synthesis, and internalizing what has been learned. Met cognitive strategies are the techniques in planning, monitoring and evaluating ones learning. And third one is affect or social strategies, which dealing with the ways learners interact or communicate with other speakers, native or non-native.

16、Cognitive strategiesEarly focus of language learning strategies was mostly placed on cognitive skills. Cognitive learning strategies refer to the learning strategies that directly affect the learners language learning. They “operate directly on incoming information, manipulating it in ways that enha

17、nce learning” (Chatom & OMalley, 1990, p. 44). Oxford (1990) used the term “direct strategies” and Dancewear (1985) used “primary strategies” to refer to the cognitive strategies. Rubin (1981) also made a distinction between “direct processes” and “indirect process,” similar to the divisions made by

18、 Oxford (1990). The direct processes referred to the cognitive strategies, and the indirect processes indicated the other two strategies, met cognitive and affective/social strategies.Cognitive strategies are also more directly related to a specific task or a learning objective and may not be applic

19、able to different types of tasks. The focus of cognitive strategies is on determining the effect of different cognitive strategy training on different kinds of tasks and learners.Different experts have classified cognitive strategies differently. Mayer and Weinstein (1986) proposed that cognitive st

20、rategies could be summed into three categories: rehearsal, organization, and elaboration process. Chatom and OMalley suggested that typical cognitive strategies included rehearsal, organization, inference, summarizing, deduction, imagery, transfer, and elaboration. In Oxfords view (1990), the direct

21、 strategies comprised memory, cognitive, and compensation strategies, each of which was further subcategorized in Oxfords work.Metacognitive strategiesMet cognitive strategies refer to the “overall control over the learning process through reasoning, planning, monitoring, and self-evaluation”. They

22、are knowledge and regulation about cognitive phenomena; the knowledge enables individuals to “plan, sequence, and monitor their learning in a way that directly improves performance”. Metacognitive strategies, unlike the confinement of cognitive strategies, are more universal among various tasks. The

23、 strategies are deemed as the highest superiority. Oxford (1990) pointed out three sub-strategies for metacognitive strategies: centering your learning, arranging and planning your learning, and evaluating your learning. Anderson (1991) subsumed these strategies into five steps: preparing and planni

24、ng for effective learning, selecting and using particular strategies, knowing how to monitor strategy use, learning how to orchestrate various strategies, and evaluating strategy use and learning. According to Brown and Palincsar (1982), these strategies involved reflecting, planning, and monitoring

25、 in the process of learning as well as self-evaluation after the learning activities.Social/affective strategiesSocial/affective strategies refer to strategies involving the interaction with other people or the management of affect. Like metacognitive strategies, they are thought to be more applicab

26、le to various tasks (Chamot & OMalley, 1990). Social strategies are those activities affording learners “opportunities to be exposed to and practice their knowledge” (Rubin, 1987, p. 27). Affective strategies are “the ways in which learners deal with their affect and emotional states” (Liu, 1996, p.

27、 21). To sum up, social strategies promote the practice opportunities and affective strategies help learners take care of the emotions; both of the strategies affect the learning effect. Chamot and OMalley (1990) recognized three affective/social strategies: cooperation, questions for clarification,

28、 and self-talks. Oxford (1990), otherwise, gave some more detailed items: lowering your anxiety, encouraging yourself, and taking your emotional temperature for affective strategies; and asking question, cooperating with others, and empathizing with others for social strategies.ConclusionBased on th

29、e situation in China today that fossilization has become a serious problem in their second language acquisition, the thesis is dedicated to analyze fossilization from a wide range and to figure out its solutions. First, the author summarizes the previous study about fossilization and finds that the

30、strategy to reduce it has been seldom talked about. Then the author analyses fossilizing from its definition, classification and causes based on the previous study which provides relatively detailed information about fossilization, among which the causes of fossilization has been emphasized. After concluding the factors from two aspects, in accordance with the causes, the author provides the strategies of reducing fossilization in two main ways: the reduction of negative transfer and adoption of proper learning strategies. It can greatly help the Chinese second