中国地方院校理工科大学生英语僵化现象研究
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摘要
作为语言学的一个术语，“语言僵化现象”是指外语学习者的中介语中的一些语言项目、语法规则和系统知识趋于固定下来的状态．语言的发展由此而变的缓慢甚至停滞不前。
由于僵化现象普遍存在于外语学习之中并一直是第二语言教学的巨大障碍，所以语言僵化现象的研究已经是二语习得研究的热点之一。这个问题已引起了许多中外学者的普遍关注和探讨。
迄今为止，讨论僵化问题的大量著作已陆续发表，旨在探寻解决问题的方法。这些讨论主要涉及到僵化的定义与解释、僵化产生的原因以及应对僵化的策略。然而这些研究大部分主要局限于对僵化成因的理论分析与假设。缺乏实证基础是国内外语言僵化研究的主要缺憾。
国内外的研究者在僵化研究领域已经取得了较大成就。作者受到启发并试图对中国地方院校理工科大学生语言僵化现象作尝试性探讨。此次研究主要有三个目标：第一，对部分中国地方院校理工科大学生英语作文中的语言错误进行分析，以揭示中国地方院校理工科大学生英语僵化的特征，并尝试性地分析呈僵化倾向的语言错误的原因；第二，通过问卷调查，深入地探寻中国地方院校理工科大学生英语僵化现象的具体原因；第三，提出一些有针对性的策略以克服他们的语言僵化问题。
本次研究以太原理工大学部分本科一年级和硕士一年级大学生作为受试对象。基于错误分析的理论，作者对两组理工科大学生的英语作文中的共同语言错误进行了分析，以揭示中国地方院校理工科大学生普遍存在着语言僵化现象。同时，作者详细地阐述了呈僵化倾向的语言错误的原因。
作者还以问卷调查的方式对导致中国地方院校理工科大学生语言僵化的因素进行具体的分析和深入的讨论。在此基础上有针对性地提出了克服僵化的具体策略。
在全文的结论部分，作者阐述了对僵化现象研究的重大意义，并指出了本次研究的不足之处以及未来的研究方向。
"Fossilization" as a linguistic term refers to the phenomenon that language errors and non-target forms become fixed in the learners' interlanguage and that language development slows or even stops before the learning curve climbs once again.
Since fossilization is a universal phenomenon in the second language development and a huge barrier for successful second language teaching and learning, it has become one of the popular issues in the second language acquisition (SLA) research and has drawn the attention of many researchers and teachers at home and abroad.
Up to now, a number of works have been published on this issue with a view to working out feasible solutions to the problem. They mainly discuss such topics as the definitions and interpretations of fossilization, the causes associated with fossilization and the possible strategies dealing with it. While most of these researches focus basically on the theoretical and hypothetical analysis of the sources of fossilization. The lack of empirical evidence is the primary limitation in language fossilization studies at home and abroad.
Inspired and stimulated by the achievements in fossilization research at home and abroad, the author intends to probe into the fossilization phenomenon among some Chinese local college English learners majored in science and engineering. The aims of this study are: (1) to identify and analyze the fossilized linguistic items in the writing of Chinese local college learners majored in science and engineering and try to find out the sources that may cause the fossilized errors; (2) to investigate the primary causes of their fossilization; (3) to devise some strategies to help the students to deal with their fossilization.
College students of Taiyuan University of Technology are the subjects in the study. Based on the theory of error analysis, the thesis investigates different kinds of errors made by two groups of learners (the first-year undergraduates and the first-year postgraduates) in their English compositions. Those errors are then identified and categorized to trace their causes. The author is informed that after four-year English study, some Chinese local college English learners majored in science and engineering still make the same kind of errors in their written production and the most common errors in these students' compositions are perceived as fossilized errors. The author then makes an effort to analyze the causes of those errors.
In addition, the study carries out a thorough analysis and discussion of the factors that may cause fossilization through questionnaire investigation so as to put forward some tentative suggestions for overcoming fossilization.
The author concludes the thesis by pointing out the significance of understanding and studying fossilization, the weaknesses of this study and the directions for further studies.
由于僵化现象普遍存在于外语学习之中并一直是第二语言教学的巨大障碍，所以语言僵化现象的研究已经是二语习得研究的热点之一。这个问题已引起了许多中外学者的普遍关注和探讨。
迄今为止，讨论僵化问题的大量著作已陆续发表，旨在探寻解决问题的方法。这些讨论主要涉及到僵化的定义与解释、僵化产生的原因以及应对僵化的策略。然而这些研究大部分主要局限于对僵化成因的理论分析与假设。缺乏实证基础是国内外语言僵化研究的主要缺憾。
国内外的研究者在僵化研究领域已经取得了较大成就。作者受到启发并试图对中国地方院校理工科大学生语言僵化现象作尝试性探讨。此次研究主要有三个目标：第一，对部分中国地方院校理工科大学生英语作文中的语言错误进行分析，以揭示中国地方院校理工科大学生英语僵化的特征，并尝试性地分析呈僵化倾向的语言错误的原因；第二，通过问卷调查，深入地探寻中国地方院校理工科大学生英语僵化现象的具体原因；第三，提出一些有针对性的策略以克服他们的语言僵化问题。
本次研究以太原理工大学部分本科一年级和硕士一年级大学生作为受试对象。基于错误分析的理论，作者对两组理工科大学生的英语作文中的共同语言错误进行了分析，以揭示中国地方院校理工科大学生普遍存在着语言僵化现象。同时，作者详细地阐述了呈僵化倾向的语言错误的原因。
作者还以问卷调查的方式对导致中国地方院校理工科大学生语言僵化的因素进行具体的分析和深入的讨论。在此基础上有针对性地提出了克服僵化的具体策略。
在全文的结论部分，作者阐述了对僵化现象研究的重大意义，并指出了本次研究的不足之处以及未来的研究方向。
"Fossilization" as a linguistic term refers to the phenomenon that language errors and non-target forms become fixed in the learners' interlanguage and that language development slows or even stops before the learning curve climbs once again.
Since fossilization is a universal phenomenon in the second language development and a huge barrier for successful second language teaching and learning, it has become one of the popular issues in the second language acquisition (SLA) research and has drawn the attention of many researchers and teachers at home and abroad.
Up to now, a number of works have been published on this issue with a view to working out feasible solutions to the problem. They mainly discuss such topics as the definitions and interpretations of fossilization, the causes associated with fossilization and the possible strategies dealing with it. While most of these researches focus basically on the theoretical and hypothetical analysis of the sources of fossilization. The lack of empirical evidence is the primary limitation in language fossilization studies at home and abroad.
Inspired and stimulated by the achievements in fossilization research at home and abroad, the author intends to probe into the fossilization phenomenon among some Chinese local college English learners majored in science and engineering. The aims of this study are: (1) to identify and analyze the fossilized linguistic items in the writing of Chinese local college learners majored in science and engineering and try to find out the sources that may cause the fossilized errors; (2) to investigate the primary causes of their fossilization; (3) to devise some strategies to help the students to deal with their fossilization.
College students of Taiyuan University of Technology are the subjects in the study. Based on the theory of error analysis, the thesis investigates different kinds of errors made by two groups of learners (the first-year undergraduates and the first-year postgraduates) in their English compositions. Those errors are then identified and categorized to trace their causes. The author is informed that after four-year English study, some Chinese local college English learners majored in science and engineering still make the same kind of errors in their written production and the most common errors in these students' compositions are perceived as fossilized errors. The author then makes an effort to analyze the causes of those errors.
In addition, the study carries out a thorough analysis and discussion of the factors that may cause fossilization through questionnaire investigation so as to put forward some tentative suggestions for overcoming fossilization.
The author concludes the thesis by pointing out the significance of understanding and studying fossilization, the weaknesses of this study and the directions for further studies.
引文
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[3]Brown, H. D. Principles of Language Learning and Teaching (2~(nd) ed.). Englewood Cliffs, N Prentice-Hall, 1987.
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[5]Burt, M. and Kiparsky, C. The Gooficon: A Repair Manual for English. Newbury House, Rowley, MA, 1972.
[6]Corder, P. "The Significance of Learner's Errors". International Review of Applied Linguistics, 1967, 5:161-9.
[7]Corder, P. Idiosyncratic Dialects and Error Analysis. London: Longman, 1971.
[8]Corder, P. Introducing Applied Linguistics. [M] Haimodsworth, UK: Penguin Books, 1973.
[9] Corder, P. 'Error Analysis' in Allen and Corder (eds.), 1974.
[10]Corder, P. Error Analysis and Interlanguage. Oxford: Oxford University Press, 1981.
[11]Deci, Edward L. Intrinsic Motivation. New York: Plenum Press, 1975.
[12]Dulay, H., Burt, M., and Krashen, S. Language Two. New York:Oxford University Press, 1982.
[13]Ellis, R. Understanding Second Language Acquisition [M].Oxford: Oxford University, 1985.
[14]Ellis, R. The Study of Second Language Acquisition. Oxford:Oxford University Press, 1994.
[15]Gardner, R. and Lambert, W. Attitudes and Motivation in Second Language Learning Rowley, Mass.: Newbury House, 1972.
[16]Han, ZhaoHong, and Larry Selinker. Multiple Effects and Error Resistance: A Longitudinal Case Study. Internet, 1996.
[17]Han, ZhaoHong, and Larry Selinker. Moving to the concept into empirical longitudinal study. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T.Lumley,T. McNamara and K.O'Loughlin(eds). Studies in Language Testing: Experimenting with Uncertainty(pp.276-291).:A Longitudinal Case Study. Intemet.Cambridge University Press, 1996.
[18]Han, Zhaohong. Fossilization in Adult Second Language Acquisition. Multilingual Matters Ltd, 2004.
[19]Hyltenstam,K. Lexical characteristics of near-native second language learners of Swedish. Journal of Multilingual and Multicultural Development, 1988, 9: 67-84
[20]Kellerman,E. Now You See it, Now You Don't[A].In Gass and Selinker (eds.), Language Transfer in Language Learning[C] .Rowley, Mass.: Newbury House, 1983.
[21]Kohn, J.J. "What ESL teachers need to know about sociolinguistics". In Croft, K. Reading on English as a second language, Cambridge, Mass.: Winthrop Publishers, 1980.
[22]Krashen, S. Lateralization, language learning, and the critical period: Some new evidence [J]. Language Learning, 1973,23: 63-74.
[23]Krashen, S. The Input Hypothesis:Issues and Implications [M]. New York, 1985.
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