中介语石化论文Word文件下载.docx

中介语石化论文Word文件下载.docx

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BasedonEnglishMajorStudentsinInnerMongoliaAgriculturalUniversity

AThesisPresentedinPartialFulfillmentoftheRequirementsfor

theDegreeofBachelorofArts

ByZhangXinUndertheSupervisionof

Prof.ZhangHong

ForeignLanguagesCollegeof

InnerMongoliaAgriculturalUniversityMay2015

英语口语中介语石化现象的研究—以内蒙古农业

大学英语专业学生为例

摘 要

中介语是用来描述介于二语学习者母语与目的语之间的一种非连续性的语言体系,中介语的石化是第二语言习得区别于母语习得的一个重要特征。

在外语学习中，中介语石化是一个不可避免的现象。

本文将以理论研究与问卷调查的方法介绍中介语理论、石化现象和中介语石化现象发展及其影响。

主要围绕以下三个问题进行展开：

（1）什么是中介语石化现象。

（2）造成二语学习者中介语石化现象的具体原因。

（3）在二语习得过程中，学习者可以采取的一些方法去克服石化现象的产生。

联系中介语石化的原因和现今大学生口语石化现象的现状，笔者对内蒙古农业大学外国语言学院英语专业学生进行了问卷调查和口语测试，并对调查和测试的数据进行了进一步的分析。

本论文主要通过母语影响、课堂语言输入与输出资料、学习年龄阶段、学习者自身等方面分析造成大学生中介语石化现象的原因。

最后根据产生的原因提出相应的解决方法，即：

克服母语的负迁移，提供充足的语言输入和输出环境，抓住语言学习者的关键期，适时变换教学策略激发学习者的学习动机，培养学习积极性与主动性。

进而帮助英语学习者提高英语交流能力，最终提高英语口语水平。

关键词:

英语口语，中介语,石化,大学英语专业学生

AStudyofInterlanguageFossilizationinOral

English---

BasedonEnglishMajorStudentsinInnerMongoliaAgriculturalUniversityAbstract

“Interlanguagereferstothedifferencesbetweensecondlanguagelearners’

mothertongueandtargetlanguagesystemofalanguagethatisfilledwithdiscontinuity.”1Theinterlanguagefossilizationisdifferentfromfirstlanguageacquisitionduringthesecondlanguageacquisition,whichisoneofthemostimportantcharacteristics.InterlanguagefossilizationisaninevitablephenomenonduringthecourseofEnglishlearning.Thispaperwillintroducethetheoryofinterlanguage,thedevelopmentfossilizationphenomenonanditsinfluences,bydoingtheoreticalresearchandquestionnaire.Thisresearchmainlyrevolvesaroundthreequestions:

（1）Whatistheinterlanguagefossilization?

（2）Whatarethespecificfactorsthatcausetheinterlanguagefossilizationofsecondlanguagelearners?

（3）Whatwayscansecondlanguagelearnerstaketoovercomeinterlanguagefossilizationintheprocessofsecondlanguagelearning?

First,thispaperresearchestheEnglishmajoredstudentsfromForeignLanguageDepartmentoftheInnerMongoliaAgriculturalUniversitybygivingoutquestionnairesandmakingoraltests.Thenaccordingtothequestionnairesinformationandthedataoforaltests,thepaperanalyzesthepresentconditionsandcausesoforalEnglishinterlanguagefossilizationphenomenon.Thecausesincludenegativelanguagefactors,languageinputandoutputinformation,ageperiod,theattitudeofthelanguagelearners.Finally,basedonthequestionnaires,theresultsoforaltestsandthecurrentsituation,somewaysareputforwardtoovercometheinterlanguagefossilization,namelyovercomingnegativetransfer,givingsufficientoralmaterialsinclassandofferingopportunitiestooutput,seizingcriticalperiodstudyingoralEnglish,handlingpsychologicalfactorscorrectly,andadoptingvariouslearningstrategies.Thepurposeisthattoimprovethecommunicationabilityof

spokenEnglishlearnersandtheirEnglishlevel.

Keywords:

oralEnglish,interlanguage，fossilization,Englishmajors

Contents

Abstract

Chapter1Introduction 1

1.1IntroductiontotheInterlanguageFossilization 1

1.2ResearchoftheInterlanguageFossilizationatHomeandAbroad 2

1.3ResearchSignificance 3

Chapter2ASurveyandAnalysisonInterlanguageFossilizationin

OralEnglish 4

2.1ResearchDesign 4

2.1.1Objectives 4

2.1.2Subjects 4

2.1.3Instruments 5

2.1.3.1Questionnair 5

2.1.3.2OralTest 5

2.2DataAnalysis 5

Chapter3CausesofInterlanguageFossilization 10

3.1NegativeTransferofNativeLanguage 10

3.2LanguageInputandOutputInformation 12

3.3AgePeriod 14

3.4TheEmotionalFactorsoftheLanguageLearners 15

Chapter4WaysofOvercomingInterlanguageFossilization 16

4.1AvoidingNegativeTransferofMotherTongue 16

4.2AbundantOralInputandOutputMaterials 16

4.3EnhancingtheLearnersMotivation 17

4.4ProvidingEfficientTeachingStategies 17

Chapter5Conclusion 18

Notes 19

Bibliography 20

Acknowledgements 21

Appendix1 22

Appendix2 24

Chapter1Introduction

OralEnglishskillisoneofthemostbasicabilitiesoflistening,speaking,readingandwriting.OralEnglishisverycrucialtoeachEnglishlanguagelearner.Goodoral

Englishcanmakealanguagelearnerhaveenoughconfidencetoexpresshimself/herselfmorefrequentlyandactively.Inthisway,hisorheroralEnglishwillbecomebetterandbetterbypracticing.Onthecontrary,poororalEnglishwouldmakealanguagelearnerbeafraidtoexpresshimself/herself.Heorshehasfewopportunitiestocommunicatewithothersandspeak,sohisorheroralEnglishishardlyimproved.Iflearnerscan’tpracticecontinuously,theywereinaninterruptivesituationoflanguagelearningwithoutconspicuousprogressaftertherapidimprovementattheverybeginningofstudy.TheinterlanguagefossilizationisthestateinwhichlearnersdonothaveanyimprovementoforalEnglish.

1.1IntroductiontotheInterlanguageFossilization

“InterlanguagetheorywasfirstputforwardbySelinkerinthesisInterlanguagein1972.Itwasusedtorefertothesystematicknowledgeoflanguagewhichisindependentofthenativelanguageandthetargetlanguagesystemthatthelanguagelearneristryingtolearn.Nativelanguageisthestartingpointofinterlanguage,andtheninterlanguagegraduallyisclosetothetargetlanguage.Inthesecondlanguagelearningprocess,learnerswillproduceasystembetweennativelanguagesystemandsecondlanguagesystem,namelyinterlanguagesystem.Intheprocessofsecondlanguagelearning,aphenomenonthatappealstousisthatmanystudentscan’tmakefurtherprogresswhentheyreachacertainlevelintheirsecondlanguagelearning.Infact,thisphenomenonisfossilizationinlearners’interlanguage.Wheninterlanguagesystemdoesn’tattainconsistentcircumstanceswiththetargetlanguagesystemcompletely,stagnationhappenseasily,sotheabilityofsecondlanguagecan’tbeimprovedfurtheranditwillstayinarelativelylowlevel.Thisphenomenoniscalled“interlanguage fossilization”. Selinker proposed that language interlanguagefossilizationcanbedividedintotemporaryfossilizationandpermanentfossilization.

Temporaryfossilizationreferstothestableperiodoflanguageacquisition.Duringthisperiodthelanguageparametersshowsastationarystate,soitisalsoknownasthe“freezingperiod”.Thephenomenoncanbechangedaslongasthereisapositiveconditionofinternalandexternalcause.Permanentfossilizationindicatesthatnomatterhowmuchguidancearegainedaboutthetargetlanguagebylearners,alloftheirinterlanguagewillstillstayinthisstate,andbeunabletogofurthertowardsthetargetlanguage,andalsowillneverattainthetargetlanguage.”3

1.2Research of the Language Fossilization at Home and

Abroad

SinceSelinkeradvancedtheconceptoffossilizationin1972,fossilizationhasattractedmuchattentionofmanySLAresearchersandscholarsathomeandabroad.Thestudiesontheinterlanguagefossilizationabroadcanbedatedbacktothe1950sandthe1960s.Inthefieldofsecondlanguageacquisition,scholarsandresearchersregardSignificanceofLearners’ErrorsbyCorderandInterlanguagebySelinkerasthemarkoftheoreticalfoundation.Selinkeristhefirstpersontouseinterlanguageconcept.Meanwhile,otherscholarsandresearchersusedifferentconceptstoshowthesamephenomenon.“Corderputforward“transitionalcompetence”and“idiosyncraticdialects”thatrefertothelearnerpossessesalanguageframeworkthatisdeveloping.”4“Nemer（1971）putforward“approximativesystem”whichreferstothestructuralaspectsofthelearnerlanguagethatiscloselytothetargetlanguagesysteminsomedegrees.”5In1982,“Krashencameupwithaintergradedsetofsecondlanguageacquisitiontheorymodel,whosecoreislanguageinputhypothesis.Krashenholdsanopinionthat“languagelearnerscansucceedonlywhentheygetcomprehensibleinputandpayattentiontothelanguagemeaningratherthanitsform”.6Comparedtooverseasresearches,thedomesticstudyofinterlanguagefossilizationstartedlateandwasdevelopedslowly.Itisnotuntiltheopening-upandreformpolicywasdeepened

24

andthecommunicationwithoutsideworldwasincreasedin1980sthatsomeintroductionstofossilizationphenomenonweremadeinsomebooks.In1990WangpublishedabooknamedPsychologicalStudyforForeignLanguageLearning.Itrefersthatwhilelearningaforeignlanguage,Chineselearnersneedtoexperienceaseriesofperiod:

theincubationperiod,theplateauperiodandthestabilizationperiod.Iftheywanttoreducethefossilization,theyneedtotakefulladvantagesofthepsychologicalfactorstoreducenegativenativelanguageinterference.In1999NiuandDairesearchedfossilizationininterlanguageandEnglishteaching.Inthesameyear,ChenHuiyuansummarizedandresearchedtheoryforcausesoffossilizationininterlanguage.“Sheassumedthatthemainreasonsleadingtofossilizationisthatlanguagelearnersandusersinthenativeenvironmentsufferfromtheconstraintsoftheenvironment,forexamplethelesschanceofspeakingandcommunicatingwithothers,theyhavenodirectperceptionofsocialcultureofforeignlanguagetheylearnandrestrictthemselvesfromlanguageenvironmentofthetargetlanguage.”7ZhaoXuaninquiredintothepsycholinguisticmechani