Psychocognitive analysis of fossilization in interlanguage and its enlightenment to second language teaching

Psychocognitive analysis of fossilization in interlanguage and its enlightenment to second language teaching

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Paper Keywords: interlanguage fossilization, cognitive mechanism, second language teaching, enlightenment?

? Abstract: Interlanguage is the product that learners transfer the language rules of their mother tongue to the language rules of the second language and simplify the language rules of the second language with the language rules of their mother tongue. Fossilization means that some language items, grammatical rules and systematic knowledge in learners' interlanguage tend to be fixed, and the growth of age and the change of learning volume have no effect on changing this fixed state. Therefore, fossilization has become a huge obstacle to the development of foreign language learners' interlanguage. Therefore, this paper analyzes the internal and external causes of petrochemical industry and discusses the countermeasures. These strategies will help teachers to improve teaching quality and students to master a second language.

I. Introduction

As early as 1969, American linguist Larry Selinker wrote in his paper Language Transfer? Interlanguage? This word. 1972 Did he publish a paper on interlanguage? Interlanguage? This paper discusses this concept in detail, thus establishing its position in the study of second language acquisition. Coder and W.Nemser are also called interlanguage respectively. Transition ability? And then what? Progressive system? . Interlanguage itself is not just a stage? A dual system of process, and a larger system, that is, mother tongue? Interlanguage? Inevitable components and processes in the target language system. In this process, second language learners start from their mother tongue and reach the target language through interlanguage. Interlanguage is a unique language system, which is created by learners themselves in the process of learning. It has its own characteristics, which are systematic, permeable, staged and petrochemical, and the most difficult thing to explain is its petrochemical nature. Based on the analysis of the internal and external causes of fossilization, this paper discusses the teachers' coping strategies to improve the teaching quality, so as to enable students to master the second language better.

Second, interlanguage fossilization.

In the interlanguage related to the target language, no matter the age of the learners and the input they accept, there will be a tendency for the entries, rules and systems of the mother tongue to be preserved and concretized, which is called fossilization (1972). This fossilization phenomenon will appear in all levels and contexts of language structure, and the growth of age and the change of learning volume will not play a fundamental role in changing this state. Theoretically speaking, fossilization is a common phenomenon in the process of interlanguage acquisition, and both correct and incorrect language forms will be fossilized.

Third, the reasons for fossilization of interlanguage

There are many reasons for rigidity. In Selinker's research, from the cognitive point of view, the root causes of interlanguage can be summarized as the following five aspects: language transfer and transfer due to the influence of teaching. L2 learning and communication strategies, target language generalization.

3. 1 language transfer

Language transfer refers to the phenomenon that learners recognize the language rules of the target language with the rules of their mother tongue and produce the language rules of their interlanguage. This is the result of learners' mother tongue potentially affecting their cognition of the target language. If this cognition promotes the transfer of the target language, it is positive transfer; On the contrary, it is negative migration. For example, in the process of learning, even if learners in China have studied for a long time, it is difficult to get rid of the interference of words, grammar or pronunciation, and often make the following incorrect sentences:

Thank you for helping me out.

I am writing to reflect some problems.

The incorrect collocation of solve and differences, reflect and problems here is influenced by Chinese expression habits. In other words, learners are still dominated by mother tongue collocation thinking and speak Chinglish.

3.2 Due to the transfer of teaching effect.

Interlanguage cognition formed by teachers' teaching methods and teaching effects. This cognitive style of learners is usually influenced or even restricted by external information. It is more prominent in strict teaching or alternative learning. Obviously, the selection and control of training methods, training environment and training amount directly affect the occurrence of learners' cognitive style, resulting in positive or negative training effects. Too much emphasis on a certain structure or rule in the target language class will also lead to transfer, which is mostly caused by improper teaching by teachers. For example, too much use of "he" and low frequency use of "she" in practice will make second language learners unconsciously use "he" where they should use "she".

3.3 second language Learning strategies (learning strategies)

Learning strategy refers to the typical regular learning methods of learners. When learning a language (including mother tongue), second language learners try to deal with strategies, but their language ability is not proficient. This strategy includes simplification, reduction, transfer, ellipsis, substitution, reconstruction and the use of formulaic language. The use of learning contributes to the macro-control of the learning process by second language learners and has a direct impact on the development of interlanguage.

3.4 Communication strategies (communication strategies)

Second language communication strategy refers to the typical conventional communication between learners as mother tongue and target language users. A set of systematic skills used by speakers when they encounter communication difficulties. Communication strategies should include acceptance (that is, understanding) and expression. The choice of communication strategies reflects the development level of second language learners at different stages. With the development of target language knowledge, second language learners will change from mother tongue-based strategies to target language-based strategies. Second language learners use language in real context, thus constantly constructing, testing and adjusting the mental model of that new language and transforming from mother tongue to target language along the path of interlanguage continuum. Communication strategies reflecting the occurrence of interlanguage cognition include avoidance and substitution. Avoidance means that learners avoid using unfamiliar things when they encounter communication difficulties. However, learners will not stop there in the process of communication. In most cases, learners will consciously adopt alternative methods. The classic study on avoidance is sch achter( 1974), which finds that English learners use relative clauses much less than American native speakers and use some simple sentences instead. Language learners use this strategy to achieve certain communicative purposes. Sometimes they will realize the deficiency, but they will continue to use it because they believe it will not affect their understanding. In the long run, migration will be formed. Of course, the fossilization of language use leads to fossilization.

3.5 Overgeneralization of the target language.

It refers to the interlanguage cognition generated by expanding the target language rules. In the process of second language acquisition, second language learners often take some rules as universal rules to simplify the language structure of the target language, thus creating some structural variants that are not found in the target language. This structural variant does not have the characteristics of the mother tongue, but reflects the characteristics of the target language. For example,

My classmate told me that. (Learners mix past tense and present tense)

A friend of mine is a manager.

A new life means living with a man.

Fourthly, the enlightenment of fossilization to teaching.

As can be seen from the above discussion, interlanguage is mainly caused by the interference of second language learners' mother tongue and improper learning and communication strategies. Although they spend a lot of time and energy, many people still can't reach their destination. Foreign language teaching is a complicated process. Teachers should correctly understand learners' interlanguage and its errors and take effective measures to prevent fossilization of second language learners, which is of great significance to foreign language teaching.

? 4. 1 Understand the purpose of foreign language learning

While paying attention to language learning, we should also pay attention to language application and the improvement of language ability. Teaching English background knowledge, many interlanguages are produced because second language learners do not really understand the language differences between different cultures. Therefore, teachers should master the knowledge of comparative cultural background in order to better help second language learners correct interlanguage.

4.2 Reduce the interference of mother tongue.

Mother tongue interference is one of the main sources of fossilization. In view of the influence of mother tongue transfer on second language acquisition, we should try our best to maximize positive transfer and minimize negative transfer. But how to distinguish between positive migration and negative migration? The author thinks: on the one hand, learners should accumulate knowledge and distinguish between positive transfer and negative transfer. However, it is often difficult for learners to distinguish because of their limited level; Therefore, on the other hand, it is more important for teachers to distinguish first, and then explain the differences between the two languages to students and practice strengthening memory. It may be much better if the teacher can help learners analyze the differences between the two languages and compare them repeatedly with examples to deepen their impressions.

4.3 Improve the quality of teachers and teaching materials, and eliminate the ossification caused by training transfer.

To eliminate the ossification caused by training transfer, we must improve the quality of teachers and teaching materials. At present, China attaches great importance to English, and more and more people are engaged in English education, but many English teachers still lack English ability, especially in some small towns and remote counties. Krashen (1982) pointed out that teachers' tasks are embodied in two aspects: one is to explain grammar and vocabulary knowledge to students, and the other is to provide students with the best language input. Many teachers don't realize their second role, and don't know what kind of input is helpful to students' acquisition, so teachers should constantly improve their English ability and play the second role well. At the same time, the role of teaching materials can not be ignored. Some new and authentic teaching materials and pure pronunciation listening materials should be selected for auxiliary teaching, and these materials should be understood by students.

4.4 Correctly treat students' mistakes.

Teachers who adopt different methods should distinguish two different kinds of mistakes, one is understanding mistakes, and the other is expressing mistakes. Errors in understanding often indicate that second language learners are ignorant of certain language rules and have not yet mastered the target language system, which second language learners cannot find and correct themselves. Teachers should tell them the correct usage and make it their new language knowledge. Expression errors may be caused by clerical errors, slip of the tongue or carelessness and nervousness of second language learners. Teachers can expose them and make them consciously correct their mistakes.

4.5 Pay attention to the emotional factors in communication

To eliminate emotional barriers, we must overcome negative emotional factors and cultivate and strengthen positive emotional factors. That is to avoid anxiety, inhibition, inferiority, introversion and so on. And strengthen learning motivation, build self-confidence and self-esteem. Learners are usually most interested in the initial stage of learning, but with the passage of time, their interest will gradually weaken, so we should pay special attention to initial education. However, in actual teaching, teachers provide a lot of simple sentence drills and copying, which can't satisfy students' curiosity and desire for learning. For students, it takes a lot of time and the effect is poor. Therefore, teachers should adjust the difficulty of teaching content in time according to students' acceptance ability, and try their best to keep students' interest and motivation. According to Krashen's input hypothesis theory, when learners understand the input and the grammatical forms contained in the input conform to? I+ 1？ (that is, slightly higher than the current interlanguage level of learners), language acquisition will occur. Therefore, the difficulty of teaching materials should conform to this principle.

4.6 the use of learning strategies and communication strategies

With regard to the application of learning strategies, teachers should try their best to find learning strategies that are helpful to language acquisition and train students to use them. Learners should not only pay attention to the learning of language forms, but also pay attention to the understanding of language meaning, so as to better understand their learning methods and learning processes and use learning strategies in a targeted, flexible and appropriate way. Let them make full use of metacognitive strategies, that is, holistic learning strategies (including planning, monitoring and evaluating learning). The author thinks that on the one hand, learners should use communicative strategies to improve their communicative competence, on the other hand, they should? Notice the gap? And strive to master the correct target language form. Teachers should strengthen learners' concept of communication strategies, cultivate their communicative competence, encourage them to use the target language creatively and freely in a variety of expressions, and constantly help learners set higher goals. At the same time, teachers should provide more effective input, repeatedly demonstrate more realistic expressions, help learners overcome seemingly incomprehensible weak links, let learners better master the system, and reduce the frequency of learners using learning strategies such as simplification, avoidance and abandonment.

4.7 Adapt to the target language and narrow the gap with the target language.

The deeper the cultural understanding, the fewer pragmatic failures, the higher the corresponding pragmatic competence and the higher the level of interlanguage. Therefore, teachers should teach culture, impart cultural knowledge related to teaching content or pragmatic communication, and explain the content with cultural differences in order to improve learners' sensitivity to cultural differences. We should also pay attention to cultivating their intercultural communication ability. If they can't use it consciously in communication, their communicative competence is still equal to zero. In addition, teachers should also ask students to use foreign language thinking and cultural methods to standardize speech acts in foreign language communication, so that they can better integrate into the target language.

Verb (abbreviation of verb) conclusion

Interlanguage is the only way in the process of second language acquisition, and interlanguage fossilization is a special language form in the process of transforming mother tongue into target language. Every second language learner will encounter such problems to some extent, and understanding the causes of interlanguage and its fossilization is of far-reaching significance to second language teaching.

References:

Research on Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1995.

[2] Ellis, R. Understanding second language acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1994.

[3] Gass, S. & Second language acquisition: an introductory course [M]. New Jersey: Lawrence Elbaum Joint Press, 1994.

[4] Krashen, S. Principles and Practice of Second Language Acquisition [M]. Oxford: Pegamon Press, 1992.

[5] Schnum ann, J. Cultural adaptation model of second language acquisition, in R.Gingras (ed.). Arlington: Second Language and Foreign Language Teaching, 1978.

[6] Selinker, L. Interlanguage, in International Review of Applied Linguistics, 1972.

[7] Dai Weidong, Cai Longquan. Cognitive basis of interlanguage [J]. Foreign Language and Foreign Language Teaching, 200 1.

[8] Martin Vedel, Liu Runqing. Theory and practice of foreign language teaching [M]. Beijing: Higher Publishing House, 1996.

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