A general review of studies on fossilization of interlanguage in SLA

This paper reviews the articles with ＂fossilization of interlanguage＂ as key words in CNKI, and classifies and analyzes them from six aspects： fossilization and FL teaching; concept, origin and avoidance of fossilization; L1 transfer on fossilization; fossilization and linguistic output; Discourse markers and fossilization; the fossilization of interlanguage from psychology or cognition. It is intended to probe fossilization and its enlightenment and reference to SLA.

Research on Non-English Major Undergraduates'Interlanguage Fossilization-A Case Study of HBUE

Interlanguage Fossilization is a thorny obstacle to learners in second language acquisition process. Based on data collected from non-English major undergraduates in Hubei University of Economics (HBUE), this paper carries out an empirical study on students'fossilized errors in the learning process, and aims to explore fossilization causes and propose de-fossilization techniques so as to improve students'language learning.

Speech Act of Refusal-A Proposal from an Interlanguage Pragmatic Perspective

This paper is to present a typology of refusal strategies which may be employed in the analysis of refusal performance from a discourse approach.Some previous research carried out is reviewed in order to classify non-native speakers' production of this speech act.Then,the suggested taxonomy will be described in a systematized way from an interlanguage pragmatic perspective and within a conversational analysis framework.Finally,it is emphasized that effective communicative competence plays an important role in the production of this face-threatening speech act of refusing.

Introduction to an Interlanguage Corpus-WECCL 2.0

Authentic and objective material with regard to a certain language is the bare necessity and premise of any kind of linguistic research and then on the basis of the data, corpus-based approach, which is also addressed as a performance-based approach, has been involved in almost every corner of linguistics. Thus far, it is hardly surprising that some typical Corpora are essential for contemporary Chinese EFL's study. WECCL 2.0, as a representative of interlanguage corpus, is introduced in this paper.

A Review of Research on Development of Interlanguage Pragmatic Competence from a Cognitive Perspective

English language learners' pragmatic competence is related to their success incross-cultural communication. Cognitive approaches, mainly the Noticing Hypothesis and Analysis/Control Model, have provided some insights into the question of how to effectively develop second language(L2) learners' pragmatic competence. Empirical studies based on cognitive theoretical constructs suggest that pragmatic activitiesthat draw learners' attention and help them control attention to relevant and appropriate information and integrate those forms in real time of communication contribute to the development of interlanguage pragmatic competence.

Studies of negative pragmatic transfer in interlanguage pragmatics

Negative pragmatic transfer (NPT) is nothing but a difference of saying things between non native speakers and native speakers. It occupies an important position in interlanguage pragmatics whose mission is to scrutinize how non native speakers do things with words with L2. This paper reported that 4 NPT related aspects have been heavily documented in the current literature: 1) L1 negative pragmatic transfers at the speech act level; 2) the distinction between negative pragmalinguistic and sociopragmatic transfers; 3) conditions of negative pragmatic transfers; and 4) native speaker’s attitudes towards L1 negative pragmatic transfers. Consequently, issues for future studies are also raised.

Reliability and Content Validity of a Comprehensive Discourse Completion Test of Interlanguage Pragmatics for Academic Situations

The present study aimed at investigating the reliability and content validity of a comprehensive test of Interlanguage Pragmatics （ILP） developed for the academic situations in the Iranian context. To do so, a meta-analysis of 50 articles which had reported on the tests of ILP was done and the criteria required for the selection of the speech acts of academic situations were developed. Then a Multiple-Choice Discourse Completion Test （MDCT） of interlanguage pragmatics was developed and validated through native checked situations and items based on meta-pragmatics procedures. Participants of the study were 50 M.A. students majoring in TEFL （Teaching English as a Foreign Language） studying at Iranian universities as well as 50 native speakers of English. The findings revealed that the test developed enjoyed high internal consistency and content validity. The present findings could contribute to the fields of second language testing and assessment in general and testing interlanguage pragmatics in particular.

An Analysis of Sources and Features of Interlanguage

The idea of Interlanguage is founded upon the assumption that a second language learner, at any particular moment in his learning process, is using a language system which is neither the first language, nor the second language. It is a third language which has its own grammar, lexicon and so on. This article attempts to analyze the sources and features of interlanguage.

Interlanguage Pragmatics in Foreign Language Learning: Uses ofRefusal at Home and Abroadin Campus

This is a descriptive study with a focus on social status and social power.It investigates the strategy use,semantic formula and characteristics of refusal as a speech act made by interlocutors of different gender,L2 proficiency,social status and realization patterns.The semantic formulas of refusal have been claimed to focus on apology and reason.

A Study of Interlanguage Fossilization in College Students' English writing

English writing is the college students’synthetical application about the knowledge of English.English writing,however,is the weak segment of the college students'English learning all the time.Based on the researches home and abroad,the paper makes an implicational study on interlanguage fossilization in English writing of Chinese college students.Though probing the causes of fossilization in English writing,the paper proposes some measures to reduce the fossilization.In the chapter one,the paper introduces simply the interlanguage fossilization.In the chapter two,the paper analyzes college students English writing and get the causal factors of fossilization:unfavorite learning motivation of students,ineffective feedback to errors,interference of the mother tongue.Then,at the last chapter,the paper put up some measures to overcome and avoid the fossilization in college students'English writing:promoting students'motivation,providing right feedback,avoiding mother tongue interference.

Interlanguage pragmatics

The article is mainly about the explanation of the interlanguage pragmatics.And further arouse people’s attention that learning a foreign language well means understanding the culture of the target language.Or we may encounter pragmatic failure and pragmatic transfer.

Interlanguage pragmatics study of indirect complaint among Japanese ESL learners

This interlanguage pragmatics study of linguistic expressions of affect focuses on how Japanese learners of English may express themselves in an affect-laden speech act of indirect complaint. The English as a Second Language （ESL） learners＇ data are compared with the baseline data of native speakers of Japanese （J J） and American English （AA）. The functions of linguistic expressions of affect are classified into intensifiers and specifiers and further breakdown is made in terms of lexical and morpho-syntactic variables. Some major findings include the ESL learners＇ negative transfer from First Language （L1） Japanese into Second Language （L2） by using dislocation and the adversative passive structure, while simultaneously using hedges and aggressive words. Their avoidance of such expressions of affect as hyperbole and curse words can be partially attributed to insufficient vocabulary in L2 English. Conversely, they make an excessive and conscious effort to avoid using the Historical Present （HP） in order to match the tense, which can be interpreted as a sign of hypercorrection of the linguistic specific features in the L2. The paper sheds light on a new area of the linguistic affect as shown by the Asian ESL learners whose first languages are significantly different from their L2 English.

Interlanguage Development in Early EFL Learning in Croatia：An Insight Into Individual Learner Profiles

The goal of this paper is to gain insight into the individual lexical and syntactic development of learners＇interlanguage in early EFL （English as a Foreign Language） learning in Croatia. The total sample included 108Croatian L1 primary school learners （mean age 11-13）. In this research, we selected 12 focal learners from twoproject schools, whose interlanguage development was observed over a period of three years. The research wasbased on the recordings of individual oral production when the students were at the end of their second, third, andfourth year of EFL learning. The quantitative analysis of the collected data included the number of utterances andmorphemes count, mean length of utterances （MLU）, and type/token ratio （FREQ）. To gain better insight intostudent＇s individual development, learners＇ profiles were constructed consisting quantitative data analysis. Theinitial hypothesis is that students＇ oral production shows clear progress which supposes an increase in the meanlength of utterances and in type/token ratio as indicators of linguistic and lexical diversity. We also assume thatthere is a decrease in the use of L1 in learners＇ oral production throughout the years of EFL learning. The researchresults confirmed the initial hypothesis, i.e., due to the exposure to EFL learning, participants＇ overall languageproficiency gradually increased. The findings also showed expected interlanguage variations in early EFL learning.

Goal for language instruction： EFL learners＇ interlanguage

The goal of language instruction for EFL （English as a Foreign Language） learners has always been a hot topic in SLA （Second Language Acquisition）. First, Alan Davies＇s view to regard native speaker＇s proficiency as the goal of both L2 and EFL learners is retorted. And then another complete and realistic goal for EFL learners, that is, understandable and acceptable interlanguage of EFL learners themselves is sought out. Furthermore, the four characteristics of EFL learners＇ IL are to be summarized. Finally, one needs to notice the fact that interlanguage is dynamic and has a close relation to SLA and EFL study.

Interlanguage Fossilization in Chinese EFL Writing --An Empirical Research of 20 English Major Students

This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.

The Influence of Communicative Teacher Talk on College Students＇ Interlanguage

In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely affect students＇ image of language. Teacher talk as a special language closely related to students＇ English learning, exerts unignorable influence on students＇ interlanguage. This paper will start from the analyzing four types of teacher talk, and go further to deal with the relationship of communicativeness in teacher talk and interlanguae. Then it ends by proposing some points that teacher talk should note.

The Effect of Interlanguage on Second Language Acquisition

In this paper,analysis of a subject’s interlanguage will be focused on the features of morphology,syntax and lexical items by describing the language the subject produced when be used a second language in writing and explaining what are the major sources of the errors he made.It aims to find out how the learner acquires the language in the way he does and its implication to second language acquisition.

Universal Grammar and Interlanguage Development

Interlanguage Theory was first proposed by Selinker.It refers to the bridging language between the source language and target language constructed by the second language learners,which is a constantly dynamic moving toward the target language.Chomsky’s Universal Grammar(UG)has played an important role in expaining the native language acquisition.This paper,on the basis of UG’s impact on the native language,focuses on UG’s influence on the interlanguage development.

An Empirical Study on the Interlanguage Errors of Students English Writing in Vocational and Technical Colleges

This article develops an empirical an investigation on the errors in compositions written by students who are studying in Luzhou Vocational and Technical College （LVTC） and Luzhou Medical College （LMC） and contrasts them in order to trace the source of the errors. It finally turns out to be that there exists strong correlation between students＇ academic quality and the number of errors of various types. Compared with ordinary university students, vocational and technical college （VTC） students＇ interlanguage （IL） errors seem to be more rudimental, and more negative-transferring, most of which are influenced by their mother tongue （MT）-Chinese. VTC students＇ general error in writing is misspelling, while university students ＇ major error lies in collocation. In this thesis, some practical enlightenment about learning and teaching English writing are also proposed.

A Review of Studies on Interlanguage Pragmatics in China in the Last Decade

The present paper has reviewed the interlanguage pragmatics studies published in the core magazines of foreign study in China in order to outline the state of art at home.Meanwhile,the limitations of studies in the field are also discussed and suggestions for further research are proposed.