AstudyonfossilizationofInterlanguageandJuniorHigh

何傳麗

【Abstract】English in junior high has been an essential part for students since its a period toestablish basic English knowledge and skills. It's necessary for teachers to study English teaching. Interlanguage is an common phenomenon on English study. This article focus on the interlanguage， the fossilization of it and the impacts of interlanguage on the junior high English teaching.

【Key words】interlanguage； fossilization； English teaching； junior high

I. Introduction

With the globalization， English has become an international language to communicate with people around the world. In Sichuan， English is taught as a main course in junior high school， which is the primary stage for students to learn English.

Almost all linguists acknowledge that learners use interlanguage subconsciously during learning a second language. And its unavoidable for L2 learners to step into the stage of fossilization.As teachers， mastering knowledge of interlanguage's quiet a good way to achieve this goal.

II. Theory of Interlanguage and Fossilization

Interlanguage is an vital concept in second language learning. It was first introduced by LarrySelinker in 1972 in his book Interlanguage. He proposed that interlanguage is the systematic knowledge of a second language which is independent of both the learners first and second language. That is， interlanguage is a transitive language systematic language from L1 to L2. Its an dynamic changes in language acquisition.

As we have noticed， the main elements of interlanguage is L1 and L2. It changes with the processes of learners acquisition. However， theres a common phenomenon called fossilization which refers to the phenomenon that a native speaker who learns a second language will tend to keep in their interlanguage relating to the target language. When learners who have similar language background and learning experiences， no mater what age are learners or how long have they learned it， they are likely to reach fossilized system and they will never reach the level that a normal native speaker have.

III. The Impact of Interlanguage on English Teaching and Suggestions

Interlanguage can be influenced by different aspects. Its necessary for teachers to work out the relations between second language acquisition and fossilization， so teachers can make some methods to lead learners to acquire L2 efficiently in junior high.

Firstly， correcting the mistransfer of first language should be considered. Junior high is the fundamental period for English learners. Teachers can try to reduce influences of mother tongue. Thus， teachers should firstly teach learners knowledge， or learners will speed up themselves into the stage of fossilization. Most fossilization is caused by mistransfer of first language， which we call it “Chinglish”.

Secondly， the ways to correct learners errors are required. Errors are unavoidable， and how to deal are quite important. Its necessary to find out the errors learners made. However， not all errors need to be correct in class. Some errors sometimes are made just because of some spontaneous habits. At this moment， teachers can leave out them and focus on fluency or other aspects of language.

Thirdly， linguistic complexity of teaching materials is an essential factor. Skehan （1998：99） believed that linguistic complexity of teaching materials is one of three most important elements that should be taken consideration when the educators design teaching tasks. It is harmful for learners to do the tasks that are too hard or too simple.

IV. Conclusion

Interlanguage is a transitional language that learners use it when acquire a second language subconsciously. And fossilization makes educators clear how to put forward the plateau period in learning a second language. To sum up， L2 acquisition in junior high is a complex process， and how to use interlanguage and avoid temporary fossilization are the main tasks that teachers should consider. Thus learners can acquire L2 in a much more efficient way.

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