The Phenomenon Of Fossilization With Chinese Learners Of English

'Fossilization' as a linguistic term refers to the phenomenon that language errors and non-target forms become fixed in the interlanguage. Based on several years of careful research and observation, Selinker proposed that the target language competence could hardly be acquired because certain rules and items in their second language just 'fossilize'. Both correct and incorrect language forms can get fossilized, but researchers usually focus on the fossilization of incorrect forms, namely errors. It is commonly agreed that language fossilization, especially error fossilization, occurs to most foreign or second language learners. Achievements in overseas fossilization research have encouraged the author to probe into the situation of fossilization with Chinese learners of English. The collected data of fossilized items from students' long-period performances, together with a question survey among college students, confirm two assumptions by the author: a) Most Chinese learners are not free from fossilization. b) Mother tongue interference is a major and root cause of many fossilized forms in the Chinese case. Based on these findings, the author proposes that many pertinacious interference errors and non-target forms are actually the products of the already fossilized mother tongue thinking patterns and knowledge systems. The research on second or foreign language fossilization provides us with helpful pedagogical implications. A clear awareness of its causes enables us to take active and effective measures to prevent or at least minimize fossilization. Considering that in many cases the incorrect forms with Chinese learners are just temporarily fossilized, the author proposes some strategies to prevent or overcome fossilization.