Research On Universal Fossilization Of Normal High School Students In English Learning

In recent years, senior high school education has developed steadily. Under the current educational system, it is hard for teachers to improve the students' English learning competence. Bit by bit the students lose heart to go on studying the English. This is very common in normal high school, especially for Senior Grade Three Students. The students good at English can study English better than the students whose English levels are poor.Firstly I did a lot of research on the document summary of fossilization. To make it clear, we should learn about other terms related to the fossilization. We looked more closely at interlanguage. According to Selinker, the learner builds up her own rules and speaks a language which is neither the Target language - the L2 - nor the mother tongue. The learner builds up the interlanguage through using a series of strategies that help her communicate and learn the language. Nemster used approximate system. Corder used idiosyncratic dialect and transitional competence to express the ideas of the fossilization. H.Douglas Brown divided the fossilization into three stages.Selinker coined the term 'Fossilization' to refer to this phenomenon - non-target forms become fixed in the interlanguage. Fossilization may simply affect certain structures. Thus Selinker says that: Fossilizable linguistic phenomena are linguistic items, rules and subsystems which speakers of a particular NL will tend to keep in their IL relative to a particular TL, no matter what the age of the learner or amount of explanation and instruction he receives in the TL. (NL - Native Language; IL -Interlanguage; TL - Target Language)Secondly I made use of different theories to analyze the causes of the fossilization. Selinker thought there were five reasons: language transfer; transfer of training; learning strategy; overgeneralization. Lenneberg made Critical Period Hypothesis. Lamendella made sensitive period to explain it and so on.Thirdly I designed the experiment and investigation and made a summary about the students' situation. Finally I made several suggestions to solve the problems: refresh the teachers' ideas; create the students' confidence; develop the students' learning strategy; help them memory the vocabularies; pay attention to the models of evaluation; encourage the students to read good passages in their own language. In a word, the teachers need more patience and persistence to improve the present situation.