An Analysis Of Fossilization Among Chinese Learners Of English

This thesis is dedicated to a wider scope of research and a comprehensive analysis of the causes of fossilization among Chinese learners of English as well as measures to deal with it since few empirical studies are conducted in this field and relatively isolated interpretations are given. Meanwhile, the thesis aims at exploring teaching methodology and providing suggestions to improve current teaching, which are also thought helpful to prevent fossilization and to enhance English teaching in China.Chapter one discusses the concept of fossilization by drawing on the descriptions from the literature. In addition, the author gives a brief review of fossilization research both at home and abroad. Meanwhile, the author points out the deficiencies and inadequacies of previous studies and the purpose of this thesis.Chapter two intends to present the author's empirical study of fossilization among Chinese learners of English. Learner errors at phonological, grammatical and lexical levels are examined in order to reveal the causal factors leading to fossilization. Based on the results of the analysis, the author groups the causal factors into external and internal factors. The external factors include input, instruction and material in the teaching, and the internal factorscontain learners' affect, motivation and their systematic knowledge.Chapter three attempts to discuss measures to deal with fossilization. Suggestions are offered concerning the external and internal factors discussed in the previous chapter. Language input, output and motivation are listed with a purpose to attract educators' attention in their L2 teaching. The arguments are based on the relevant theories in SLA and cognitive psychology.In the conclusion, the author summarizes her studies and expects more achievements in the field.