| Interlanguage, proposed by Selinker in 1972, is a very important notion in second language acquisition, which is applied to elaborate the second language learning process. It has been over 30 years since it was put forward, and great achievements have been made in the study of this field. In the course of research, fossilization, regarded as an interesting phenomenon, is always being concerned by all the IL (interlanguage) researchers. Fossilization is an unavoidable feature in foreign language study. To a great extent, oral fossilization blocks language learners'proficiency of the target language. Therefore, how to reduce or avoid fossilization is an inevitable problem deserving a good consideration. Inspired and stimulated by the close observation of the current oral English teaching and learning,the author intends to discuss fossilization from the standpoint of oral communicative competence training with the ultimate goal of cultivating learners, communicative competence. Based on the interlanguage theory and cognitive psychology, the paper firstly introduces the feature, and classification of fossilization. The author accordingly, undertakes quantitative study on the fossilized or fossilizable errors in oral communication, and erroneous phenomena, which may imply fossilizing tendency of interlanguage competence on the level of actual language use. Furthermore, the author makes a thorough analysis and discussion of the factors related through the qualitative study of interview and questionnaire investigation to verify that the qualitative research coincides with the outcome from a quantitative perspective. The author attempts to explore multiple factors of oral English teaching which may lead to fossilization. This diagnostic study hopes to reexamine the communicative competence training and acquisition and reemphasizes balance development of linguistic competence to avoid fossilization or"plateau"stage to a great extent in the whole process of second language acquisition.
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