An Analysis Of Second Language Learners’ Interlanguage Fossilization From A Multi-dimensional Perspective

Interlanguage fossilization is a common phenomenon of second languageacquisition, and it has become a huge obstacle for second language learners, who wantto further improve their language competence, and it is hard for them to avoid it in theprocess of their second language acquisition. Selinker’s definition of interlanguagefossilization is: in the second language learning process, learners will produce asystem between native language system and second language system, namelyinterlanguage system. When interlanguage system not attained completely consistentcircumstances with the target language system, it easily happens stagnation, so secondlanguage competence cannot attain further improved, and stay in a relatively low level.Based on previous research outcomes concerning the realm of interlanguagefossilization and a multidimensional view from psychology, language contact andimpact of social culture, this thesis has conducted a detailed and thorough analysis ofsome representative sentences made by Chinese language learners in their process oflanguage learning, which shows typical sign of interlanguage fossilization. Thisresearch mainly revolves around three questions:(1) How to identify interlanguagefossilization in the process of second language learning?(2) What are the specificfactors that cause the interlanguage fossilization of second language learners from amulti-dimensional perspective?(3) What measures can second language learners taketo eliminate interlanguage fossilization in the process of second language learning?Through the analysis, it is found in this thesis that in order to better master theability of identifying interlanguage fossilization, second language learners mustunderstand the relevance between fossilization and error, backslide and stabilization.Many factors which can cause interlanguage fossilization easily have been revealed inthis thesis, including negative transfer of native language, language input, affectivefilter, different cultural contexts and cultural patterns, psychological distance and so on;in the meantime, a concept of “satisfactory fossilization” has been put forward by the author, this view can help explain the interlanguage fossilization committed byChinese learners in their process of second language learning more effectively. And inthis thesis it has been pointed out that the learners’ language input must be complete,and learners should not delete or simplify the content of language input casually, andlearners should promote positive emotions more. If a better level of communicationwith native speakers is to be pursued, Chinese language learners must learn tounderstand and accept their unique culture (such as taboo topics avoidance,appropriate responses toward compliments, etc.) Finally, the author has put forwardsome strategies on how to avoid interlanguage fossilization, including the reduction ofthe chances of native language interference, the optimization of the language inputenvironment and the promotion of the learner’s motivation. These strategies candiminish interlanguage fossilization effectively, and eventually help second languagelearners master the knowledge of second language in a better manner.