Abstract: Inter-language fossilization is a common phenomenon in second language acquisition and it has always been a big obstacle to the English learners. There are some errors which appear repeatedly in the high school students’ English writing. Meanwhile, the students’ writing ability keeps stagnant after reaching a certain level. It is the reflection of the inter-language fossilization in English writing. Based on the theory of inter-language, fossilization and error analysis, this thesis is centered on analyzing inter-language fossilization phenomenon in English writing of grade three students in Wujiang senior high school from the dimension of vocabulary, grammatical, syntax and text structure by an empirical research. Through analyzing the main error types and causes of fossilization, some countermeasures for students are proposed in this paper. The paper aims to help students understand the causes of error, overcome negative language transfer, and thus to help enhance students’ English writing ability. It is also expected to have certain instructive significance for the current high school students’ English writing.

Key words: inter-language; fossilization; senior high school English writing; countermeasures

CONTENTS

Abstract

摘要：

1. Introduction1

2. Literature Review.2

2.1 Inter-language Theory

2.2 Fossilization Theory

2.3 Current Study at Home and Abroad

2.4 Error Analysis Theory

3. An Empirical Study of Fossilization in English Writing of Senior Students,6

3.1 Subject of Research

 3.2 Research Methods

 3.3 Data Analysis

  3.3.1 Survey Result

  3.3.2 Error Analysis

4. Causes and Countermeasures of Inter-language Fossilization in Writing.10

4.1 Causes of Fossilization Phenomena in Writing

4.1.1 Negative Transfer from Mother Language

4.1.2 Inadequate Input of the Target Language

4.1.3 Students’ Unfavorable Learning Motivation

4.1.4 Lack of Effective Feedback

4.2 Countermeasures for Preventing Fossilization in Writing

 4.2.1 Cultivating the English Thinking

 4.2.2 Providing Accurate and Adequate Input of the Target Language

 4.2.3 Promoting Learner’s Motivation

 4.2.4 Attaching Importance to Effective Feedback

5. Conclusion14

Bibliography.16

Acknowledgements17