中國(guó)英語(yǔ)學(xué)習(xí)者中介語(yǔ)石化現(xiàn)象研究-文學(xué)碩士論文

1、<p><b>　　文學(xué)碩士學(xué)位論文</b></p><p>　　中國(guó)英語(yǔ)學(xué)習(xí)者中介語(yǔ)石化現(xiàn)象研究</p><p><b>　　邵楊</b></p><p><b>　　哈爾濱理工大學(xué)</b></p><p><b>　　2012年3月</b>&

2、lt;/p><p>　　國(guó)內(nèi)圖書(shū)分類號(hào)：H 313．1</p><p><b>　　文學(xué)碩士學(xué)位論文</b></p><p>　　中國(guó)英語(yǔ)學(xué)習(xí)者中介語(yǔ)石化現(xiàn)象研究</p><p><b>　　碩士研究生：邵楊</b></p><p>　　導(dǎo)師： 李靖</p>

3、;<p>　　申請(qǐng)學(xué)位級(jí)j|111．文學(xué)碩士</p><p>　　學(xué)科、專業(yè)：英語(yǔ)語(yǔ)言文學(xué)</p><p>　　所在單位：外國(guó)語(yǔ)學(xué)院</p><p>　　答辯日期：2012年3月</p><p>　　授予學(xué)位單位：哈爾濱理工大學(xué)</p><p>　　Classified Index：H 313．

4、1</p><p>　　Dissertation for the Degree of Master in Arts</p><p>　　A Study of Interlanguage Fossilization．</p><p>　　in Chinese English learners</p><p>　　Technology</p

5、><p>　　哈爾濱理工大學(xué)碩士學(xué)位論文原創(chuàng)性聲盼</p><p>　　本人鄭重聲明：此處所提交的碩士學(xué)位論文《中國(guó)英語(yǔ)學(xué)習(xí)者中介語(yǔ)石化</p><p>　　現(xiàn)象研究》，是本人在導(dǎo)師指導(dǎo)下，在哈爾濱理工大學(xué)攻讀碩士學(xué)位期間獨(dú)立進(jìn)</p><p>　　行研究工作所取得的成果。據(jù)本人所知，論文中除己注明部分外不包含他人已</p><

6、;p>　　發(fā)表或撰寫(xiě)過(guò)的研究成果。對(duì)本文研究工作做出貢獻(xiàn)的個(gè)人和集體，均已在文</p><p>　　中以明確方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。</p><p>　　作者簽名：咿日期：扣眩年≥月灑日</p><p>　　哈爾濱理工大學(xué)碩士學(xué)位論文使用授權(quán)書(shū)</p><p>　　《中國(guó)英語(yǔ)學(xué)習(xí)者中介語(yǔ)石化現(xiàn)象研究》系本人在哈爾濱

7、理工大學(xué)攻讀碩士</p><p>　　學(xué)位期間在導(dǎo)師指導(dǎo)下完成的碩士學(xué)位論文。本論文的研究成果歸哈爾濱理工</p><p>　　大學(xué)所有，本論文的研究?jī)?nèi)容不得以其它單位的名義發(fā)表。本人完全了解哈爾</p><p>　　濱理工大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門提交</p><p>　　論文和電子版本，允許論文被查閱和借閱

8、。本人授權(quán)哈爾濱理工大學(xué)可以采用</p><p>　　影印、縮印或其他復(fù)制手段保存論文，可以公布論文的全部或部分內(nèi)容。</p><p>　　保密，口’ 在 年解密后適用授權(quán)書(shū)。 不保密囹：。</p><p>　　(請(qǐng)?jiān)谝陨舷鄳?yīng)方框內(nèi)打√)</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　A St

9、udy of Interlanguage Fossilization</p><p>　　in Chinese English learners</p><p><b>　　Abstract</b></p><p>　　Famous linguist Larry Selinker proposed the term of interlangua

10、ge in 1 972．It spoke</p><p>　　of the independent systematic knowledge of language between the native language</p><p>　　and the target language system which the second language learners are tryi

11、ng to learn．</p><p>　　As a universal phenomenon in this field，intedanguage fossilization has become a big</p><p>　　obstacle for second language learners to be successful in their language lear

12、ning and</p><p>　　acquisition．Specially,fossilization in oral English prevents L2 learners from making further process．Oral communicative competence is an important part for language</p><p>　　le

13、arners，SO the author aims to discuss the fossilization and find out how to reduce</p><p>　　and avoid fossilization of oral English．</p><p>　　Fossilization appears in Chinese college students

14、’English learning generally and has</p><p>　　been a hot issue to be solved in English language teaching in China．On the basis of</p><p>　　related intedanguage．theory and previous studies，and thr

15、ough experiment and questionnaire investigation，the author makes the qualitative study of the fossilizable errors and fossilized phenomena．The error is made by the participants on the test in oral communication and from

16、the phonological，lexical and syntactic levels respectively．Then the author makes an attempt to analyze the causes of oral</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　fossilization of phenomenon and pro

17、poses some corresponding implication which</p><p>　　Can overcome the fossilization in oral English teaching．The thesis proposed the</p><p>　　following implications and suggestions to ove

18、rcome fossilization：avoidance of the first language interference，enhancement of the training of learning strategies，</p><p>　　accumulation accurate and appropriate input．，intensification of learning motivati

19、on and advancement of the effective feedback．</p><p>　　The analysis and research on second language fossilization of this paper has a</p><p>　　practical significance and provides US w

20、ith helpful pedagogical implications on the English learning and teaching．It conduces to know mole about characteristics of</p><p>　　fossilization of college students’oral English，direct to arrange th

21、e reasonable</p><p>　　teaching，improve the English teaching method and promote the development of</p><p>　　college students’English．</p><p>　　Keywords：interlanguage；fossiliz

22、ation；second language acquisition；English</p><p>　　learning and teaching</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　中國(guó)英語(yǔ)學(xué)習(xí)者中介語(yǔ)石化現(xiàn)象研究</p><p><b>　　要 </b></p>

23、<p>　　中介語(yǔ)是由著名語(yǔ)言學(xué)家Larry Selinker于1972年提出的。它指的是第二語(yǔ)言 學(xué)習(xí)過(guò)程中，學(xué)習(xí)者所使用的介于母語(yǔ)與目的與之間的一種獨(dú)立的語(yǔ)言體系。 中介語(yǔ)石化作為普遍現(xiàn)象存在于外語(yǔ)學(xué)習(xí)中，并且已經(jīng)成為二語(yǔ)學(xué)習(xí)者障礙。 尤其，口語(yǔ)石化更是阻礙了二語(yǔ)學(xué)習(xí)者進(jìn)一步提高對(duì)目的語(yǔ)的熟練程度。語(yǔ)言 交際能力更是語(yǔ)言學(xué)習(xí)者重要的一部分，因此作者以語(yǔ)言石化為切入點(diǎn)，探討 中介語(yǔ)石化現(xiàn)象并尋找如何減少和盡量避免石化現(xiàn)象的產(chǎn)

24、生。</p><p>　　石化現(xiàn)象普遍存在于中大學(xué)生的英語(yǔ)學(xué)習(xí)中，并且已經(jīng)成為英語(yǔ)教學(xué)中需要解</p><p>　　決的一個(gè)熱點(diǎn)問(wèn)題。本文相關(guān)中介語(yǔ)理論和在前人研究的基礎(chǔ)上，作者通過(guò)實(shí)</p><p>　　驗(yàn)和問(wèn)卷調(diào)查，分別從語(yǔ)音、詞匯、句法層面上定性分析了受試者在口語(yǔ)輸出</p><p>　　過(guò)程中所犯的錯(cuò)誤和石化現(xiàn)象。在此分析基礎(chǔ)上對(duì)石化

25、現(xiàn)象產(chǎn)生的原因進(jìn)行了</p><p>　　總結(jié)，并且提出了教師在英語(yǔ)口語(yǔ)教學(xué)中可采取的教學(xué)暗示，從而克服石化現(xiàn)</p><p>　　象的產(chǎn)生。本文提出了以下建議克服石化問(wèn)題：避免母語(yǔ)干擾、加強(qiáng)學(xué)習(xí)策略、</p><p>　　積累準(zhǔn)確恰當(dāng)?shù)妮斎?、加?qiáng)學(xué)習(xí)動(dòng)機(jī)、提高有效反饋。</p><p>　　本文對(duì)二語(yǔ)石化現(xiàn)象的分析和研究在英語(yǔ)學(xué)習(xí)和教學(xué)上具

26、有實(shí)踐意義，并在教</p><p>　　學(xué)法上提供了的相關(guān)暗示：有助于我們了解大學(xué)生英語(yǔ)口語(yǔ)中的石化特點(diǎn)、指’</p><p>　　導(dǎo)了合理安排教學(xué)、改進(jìn)了英語(yǔ)教學(xué)方法并且促進(jìn)了大學(xué)生英語(yǔ)的發(fā)展。</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　關(guān)鍵詞：中介語(yǔ)；石化現(xiàn)象；二語(yǔ)習(xí)得；英語(yǔ)學(xué)習(xí)與教學(xué)</p>

27、<p><b>　　V</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p><b>　　Contents</b></p><p>　　Abstract ．． ．．． ．．． ．—I</p><p>　　

28、要 ．Ⅲ </p><p>　　Part 1 Introduction l</p><p>　　1．1 The Problems． ． ． ．． ． ． ． ． ．． ． ． ． ． ．． ． 2</p><p&g

29、t;　　1．2 Research Questions and Objectives． ． ． ． ． ．． ． ． ．3</p><p>　　1．2．1 Research questions ． ． ． ． ． ． ． ． ． ． ． ． 4 1．2．2 Research objectives．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．

30、．．．．．．．．．．．．．．．．．．．．．．．．．． 4</p><p>　　1．3 Type ofResearch．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． ．．．．．．．．．．．．．．．．．．．．．．．．．．．． 5</p><p>　　Part 2 Tli'eoretical Framework and Re

31、lated Literature ．．6</p><p>　　2．1 neoretical Framework ．．6 2．1．1 Selinker’S original explanations ．6</p><p>　　2．1．2 Critical period hypothesi

32、s 1 1</p><p>　　2．1．3 Krashen’S input hypothesis ．13</p><p>　　2．1．4 Error analysis ． ． ． ． ． ． ． ． ． ． ． ．．16 2．2 Related Literature ．． ． ． ．

33、． ． ．． ．． ． ． ． ．19 2．2．1 Interlanguage ．． ． ． ． ． ． ． ． ． ． ． ． ． ．．19</p><p>　　2．2．2 Fossilization ．． ． ． ． ． ． ． ． ．． ． ． ． ． 31</p><p>　　Part 3 Method and Proced

34、ure ．．46</p><p>　?。海唬? Introduction ． ． ．． ． ． ．． ． ． ． ． ． ． ．． ． ． ．46</p><p>　　3．2 Materials Collection ： ．L ： ．46</p><p>　　3

35、．3 Research Design．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．47</p><p>　　3．3．1 Objectives ．． ． ． ． ． ．． ． ． ．． ． ． ． ． 48</p><p><b>　　V&l

36、t;/b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　3．3．2 Subjects ．．48</p><p>　　3．3．3 Instruments ．．49</p><p>　　：；．4 Analy

37、sis and Procedures ．．50</p><p>　　Part 4 Results ．． ．</p><p>　　4．1 Introduction !；：1</p><p>　　4．2 The Res

38、ult ofthe Experiment 52</p><p>　　4．2．1 Phonological fossilization ．52</p><p>　　4．2．2 Lexical fossilization ．54</p><p>　

39、　4．2．3 Syntactic fossilization ．57</p><p>　　4．3 Analysis of Cause of Oral Fossilization Phenomena．．．．．．．．．．．．．．．．．．．．．．．．．．．．61</p><p>　　4．3．1 Negative transfer ofnative lan

40、guage ．．61 4．3．2 Communication strategies blockage 63 4．3．3 Lack of authentic L2 input 64 4．3．4 Lack of learning motivation 65</p><p>　　4．3．5 I

41、neffective instruction and inappropriate feedback to errors ．．67 Part 5 Discussion ． ．． ．． ．．t；9</p><p>　　5．1 Introduction 69</p><p>　　5

42、．2 The Corresponding Implications for Oral English Teaching．．．．．．．．．．．．．．．．．．70</p><p>　　5．2．1 Avoidance of first language interference ．．70</p><p>　　5．2．2 Enhancement ofthe training

43、oflearning strategies ．71</p><p>　　5．2．3 Accumulation of accurate and appropriate input ．．73</p><p>　　5．2．4 Intensification of leaming motivation 74</p><p>

44、;　　5．2．5 Advancement ofthe effective feedback ．75</p><p>　　Part 6 Conclusion 77</p><p>　　6．1 Summary 77</p>&l

45、t;p>　　絲塑堅(jiān)壟竺絲蘭絲墼二————一</p><p>　　6．2 The Significance ofthe Paperis ·78</p><p>　　6．2．1 Theoretical significance ··78</p><p>　　6．2

46、．2 Practical significance 78</p><p>　　6．3 Validity and Reliability 79</p><p>　　6．4 Limitations aIld Further Research ．80</p&

47、gt;<p>　　Bibliography ．． ． ． ．． ． ·· · ·· ··81</p><p>　　Published Paper 85</p><p>　　Acknowledge

48、ments ·86</p><p>　　Appendix I Oral English Test ·87</p><p>　　Appendix II Questionnaire ”90</p>

49、<p><b>　　V¨</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p><b>　　目錄</b></p><p>　　Abstract ． ．．</p><p>　　要 Ⅲ <

50、;/p><p>　　第1章緒論 一1</p><p>　　1．1問(wèn)題 2</p><p>　　1．2研究問(wèn)題和目標(biāo) ．3</p><p>　　1．2．1研究問(wèn)題

51、 4</p><p>　　1．2．2研究目標(biāo) 4</p><p>　　1．3研究類型 ．5</p><p>　　第2章理論框架及文獻(xiàn)綜述 ．6</p><p>　　2．1理論框架

52、 ．6</p><p>　　2．1．1 Selinker對(duì)石化現(xiàn)象的解釋 。6</p><p>　　2．1．2關(guān)鍵期假說(shuō) ～11</p><p>　　2．1．3 Krashen的輸入假說(shuō) 13</p><p>　　2．1．4錯(cuò)誤分

53、析 ．．16</p><p>　　2．2相關(guān)文獻(xiàn) 19</p><p>　　2．2．1中介語(yǔ) ．．． ．．19</p><p>　　2．2．2石化現(xiàn)象 ．3 l</p><p>　

54、　第3章研究方法及步驟 。46</p><p>　　3．1引言 ．．46</p><p>　　3．2材料來(lái)源 ．．46</p><p>　　3．3研究設(shè)計(jì) ．．47</p>

55、<p>　　3．3．1目標(biāo) 48</p><p><b>　　V</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　3．3．2主體 48</p><p>　　3．3．3工具

56、 49</p><p>　　3．4分析和研究步驟 ．．50</p><p>　　第4章研究結(jié)果 ．．． ．52</p><p>　　4．1引言 ．．52</p><p>　　4．

57、2實(shí)驗(yàn)結(jié)果 52</p><p>　　4．2．1語(yǔ)音層面上的石化現(xiàn)象 52</p><p>　　4．2．2詞匯層面上的石化現(xiàn) 54</p><p>　　4．2．3句法層面上的石化現(xiàn)象 57</p><p>　　4

58、．3口語(yǔ)石化現(xiàn)象原因的分析 6l</p><p>　　4．3．1母語(yǔ)的負(fù)遷移 61</p><p>　　4．3．2交際策略的阻滯 63</p><p>　　4．3．3缺乏真正二語(yǔ)的輸入 64</p><p>　　

59、4．3．4缺乏學(xué)習(xí)動(dòng)機(jī) 65</p><p>　　4．3．5對(duì)錯(cuò)誤的無(wú)效指導(dǎo)和不恰當(dāng)反饋 67</p><p>　　第5章討論 69</p><p>　　5．1引言 ．．69</p><

60、;p>　　5．2英語(yǔ)口語(yǔ)教學(xué)的相關(guān)暗示 ．．70</p><p>　　5．2．1避免母語(yǔ)干擾 70</p><p>　　5．2．2加強(qiáng)學(xué)習(xí)策略 71</p><p>　　5．2．3積累準(zhǔn)確恰當(dāng)?shù)妮斎?73</p>&

61、lt;p>　　5．2．4增強(qiáng)學(xué)習(xí)動(dòng)機(jī) 74</p><p>　　5．2．5提高有效反饋 75</p><p>　　第6章結(jié)論 77</p><p>　　6．1總結(jié)

62、 77</p><p><b>　　X</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　6．2本研究的意義 ．．78</p><p>　　6．2．1理論意義 ．78</p><p>　　

63、6．2．2現(xiàn)實(shí)意義 ．78</p><p>　　6．3效度和信度 ．．79</p><p>　　6．4局限性及進(jìn)一步研究 ．．80</p><p>　　參考文獻(xiàn) ．8l</p>&l

64、t;p>　　攻讀碩士學(xué)位期間發(fā)表的學(xué)術(shù)論文 85</p><p>　　致謝 ．． 86</p><p>　　附勇乏I ．．87</p><p>　　附錄Il

65、 ．90</p><p><b>　　X</b></p><p>　　language and</p><p>　　it inhibits these learners</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p>&l

66、t;p>　　Part 1 Introduction</p><p>　　The study of intedanguage fossilization is one of the most significant issues in the field of second language acquisition．Language fossilization exists widely in differe

67、nt</p><p>　　stages of English learning for Chinese learners，andto</p><p>　　progress towards the target language．In order to further English language learning and teaching and facilitate ou

68、r international communication，it is important to get more-understanding of second language acquisition，especially,of fossilization</p><p>　　phenomenon．</p><p>　　production of a target language n

69、orm．In this sense the leamer’S language system is a</p><p>　　mixed or intermediate one in that‘'the learner’S language will show systematic</p><p>　　features both of the targetof

70、 other language he may know,most</p><p>　　obviously of his mother tongue”(Corder,1 98 1：671．</p><p>　　In his 1 972 seminal paper,Selinker noted that a large number of second language</p

71、><p>　　learners(perhaps amounting to 95％)do not succeed in reaching the end of the</p><p>　　interlanguage continuum．They fossilize when their interlanguage contains some varied rules from t

72、hose of the target language system．This Selinker referred to as</p><p>　　fossilization，ie．a(chǎn) mechanism whereby speakers of a special native language will have a tendency to keep certain linguistic items，rules

73、，subsystems in their</p><p><b>　　1</b></p><p>　　Lamendella'1 978：240—41)．Selinker et．a(chǎn)1．(1 975)suggested</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　interlanguage

74、，whatever the age of the learners or quantity of explanation and</p><p>　　direction they got in the target language．Later Selinker&Lamendella(1 978：240)</p><p>　　redefined it as“ce

75、ssation of ful'ther systematic development in the interlanguage’，)．</p><p>　　This implies that both adults and children may fossilize at some point in their attempt to master a second language，、Ⅳim adult

76、s being very likely to do SO(Selinker&</p><p>　　that under certain</p><p>　　conditions the child’S progress in a second language may be fossilised as an adult’S．</p><p>　　Ce

77、rtain rules，they maintained，may fossilise when the second language acquisition is non-simultaneous、析tIl the child’S first language acquisition and also when it occurs without there being native speaking peers of the targ

78、et language(Selinker et．a(chǎn)1．，</p><p>　　1975：140)．</p><p>　　This study will try to find out the fossilization phenomenon of Chinese English learners under the special Chinese conditions．And the au

79、thor analyzes the causes of these fossilization errors and suggests some available methods to remind teachers</p><p>　　and learners to do their best to get better language proficiency．</p><p>　　

80、1．1 The Problems</p><p>　　Nowadays，English is widely used around·the world．We can feel all the people</p><p>　　increase the cognition of significance of the English learning，the star

81、ting point of the learner is hi曲er,the teaching material and method is more abundant and the guiding</p><p>　　ideology of teaching is clearer．But we still frequently encounter a series of problems difficult

82、to handle，such as，the learners reduce the sensibility and plastically of</p><p>　　English learning relatively,a multitude of learner‘difficult to get higher English score</p><p>　　and result af

83、ter reaching a certain level，although they make efforts they appear to get</p><p>　　little progress．And most Chinese English learners meet the same situation；why they</p><p><b>　　2</b&g

84、t;</p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　could not learn better，especially speak beaer after their long period learning．They</p><p>　　know there are some troubles in their second lang

85、uage,but they Can not realize what the trouble really is．</p><p>　　Many distinguished linguists and researchers have made many studies of the fossilization in second language acquisition．Along with the China

86、’S Globalization development，more and more people pay more attention to the application of the English in China．So the fossilization phenomenon has become the attraction on the English learning．It Call help US realize ho

87、w to improve second language proficiency． Certainly,it is not enough if learners and teachers only know the phenomenon of fossilization．We s</p><p>　　1．2 Research Questions and Objectives</p><p>

88、;　　As mentioned above，it is important for US know more about the fossilization phenomenon．So this thesis purpose on studying the interlanguage fossilization in Chinese English learners，focusing on their oral communicatio

89、n．</p><p><b>　　3</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　1．2．1 Research questions</p><p>　　cause of oral fossilization phenomena in second language acquisitio

90、n and gives some corresponding implications for oral English teaching in this paper．So the author will try her best to answer the following</p><p>　　questions：</p><p>　　Is there fossilization in

91、 most of Chinese college students’oral English learning? If there is，what are the fossilization errors in the students’oral English?</p><p>　　2)What are the major causes of fossilization in the Chinese case?

92、And what reasons cause these fossilization errors?</p><p>　　3)What corresponding implications call we get from the fossilization of Chinese English learners?What are the suggestions and measures of preventin

93、g fossilization in English teaching?</p><p>　　1．2．2 Research objectives</p><p>　　We Can easily get the research objectives of this paper based on these research questions．That is to make an expl

94、anation of fossilization on Chinese English learning．The research will be involved in empirical study and analysis in theory． Through analyzing the materials and experiment evidences，the paper aims at catching the struct

95、ure of the study of fossilization，figuring out the inappropriate</p><p>　　aspects of learning and teaching process，and affording the widespread explanation</p><p>　　for fossilization from the st

96、andpoint of second language acquisition．</p><p>　　All in all，the present study is designed to find out what is the best way in the English</p><p>　　learning from the fossilization perspective．T

97、hrough analysis of the difference of the</p><p><b>　　4</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　results of experiment，Chinese English learners can promote their second lang

98、uage</p><p>　　development in its true sense．</p><p>　　1．3 Type of Research</p><p>　　The investigation of this paper is set up on the systematical enquiry of the interlanguage fossi

99、lization in second language acquisition．Methodologically speaking，the theoretic research method is to gather relevant material，the relevance persuasive fossilization errors in experiments and analyses these results．The p

100、aper will mainly adopt a combination research of qualitative and quantitative，that is，a</p><p>　　hypothesis generated by synthetic-heuristic research and observation of the linguistic</p><p>　　d

101、ata,then，is set as the basis for investigation within an analytic--deductive design．In</p><p>　　this paper,all data care come from the experimental test and questionnaire．Then</p><p>　　hypo

102、thesis Can be come into exiaence or not through the analysis of these data．</p><p>　　give some suggestion and implication for English language</p><p>　　learning and English teaching．&l

103、t;/p><p><b>　　5</b></p><p>　　哈爾濱理工大學(xué)文學(xué)碩士學(xué)位論文</p><p>　　Part 2 Theoretical Framework and Related Literature</p><p>　　2．1 Theoretical Framework</p><p&g

104、t;　　Inteflanguage theory was the foremost great attempt tO afford an explanation of Second Language Acquisition，and many following theories were advances of it．The study on the causes and mechanism of fossilization is an

105、 important premise，which approach a subject，that is，how to prevent group fossilization and breakthrough permanent fossilization for Second Language learners．Most of the scholars focus on this subject and make detailed st

106、udies and analysis．The author’S theoretical framework is support</p><p>　　Explanations，Critical Period Hypothesis，Krashen’S Input Hypothesis，and Error</p><p><b>　　Analysis．</b>&

107、lt;/p><p>　　2．1．1 Selinker’S original explanations</p><p>　　According to Selinker,five central processes involved in second language learning</p><p>　　Can influence a learner’S inted

108、anguage(1 972)：</p><p>　　(1)Language transfer</p><p>　　Language transfer,also called cross-linguistic interference，is the influence resulting</p><p>　　from similarities and differen

109、ces between the target language and any other language</p><p>　　that been previously(and perhaps imperfectly)acquired．(Terence Odlin，200 1：27)．</p><p>　　Learners’first language greatly influenc

110、es their interlanguage systems，and they cannot produce correct second language output．Language transfer can divide into positive transfer and negative transfer．Obviously,negative transfer is a very</p><p>&l