Fossilization of Chinese Students’ English.docx

Abstract

Chinglish is an interlanguage that occurs during the process of its acquisitions as a foreign language. Its fossilization also seriously affects English learners’ improvement of listening, speaking, reading, writing and translating skills. This thesis analyzes and explores the internal and external causes of Chinglish and its negative impacts on fossilization, expounding and illustrating the corresponding strategies and countermeasures to the problem.

From the perspective of the teachers and schools, they, as the ones who impart knowledge, should break stereotypes, transform old idea, and advance with the times. Furthermore, they should positively take part in the reform of English teaching methods, examine the novel, flexible, diverse, and inviting teaching methods, and organize and lead students to join in some English team activities, such as interest groups for discussions or speeches, aimed at helping and instructing students to overcome Chinglish and its negative impacts on fossilization.

From the perspective of the learners and students, who receive knowledge, they should strive to be wave riders, facing up to “Dumb English” and “Deaf English” bravely, and challenging themselves persistently and constantly. Meanwhile, they should spare no efforts and try their best to utilize any resources at hand such as smart cell phone, phablets, laptops, and the like, and have themselves edified in the original English cultural atmosphere. Last but not least, they have to apply what they have learned, by uniting what they learn with what they do together, trying to break away from Chinglish and get rid of fossilization, in the hope of laying a solid foundation for marching towards the rest of the world.

Key words: Chinglish; fossilization; cause analysis; strategies; counter-measures

CONTENTS

Abstract

摘要

I. Introduction-1

1.1 Research Background-1

1.2 Research Significance-2

1.3 Thesis Structure-2

II. Literature Review-2

2.1 Studies Abroad-3

2.2 Studies at Home-3

III. Theoretical Framework-4

3.1 Chinglish and Fossilization Theory-4

3.2 Second Language Acquisition Theory-5

3.3 Intercultural Communication Theory-6

IV. Cause Analyses on Chinglish Fossilization-6

4.1 Internal Causes-7

4.1.1 Different Thinking Modes-7

4.1.2 Negative Language Transfer-8

4.1.3 Psychological Factors-9

4.2 External Causes-9

4.2.1 Inappropriate English Teaching Methods-9

4.2.2 Inadequate English background knowledge-10

4.2.3 Undesirable Language Learning Environment-10

V. Solving Strategies and Countermeasures-11

5.1 Flexible Attitudes-11

5.1.1 Teachers’ Attitude toward Teaching-11

5.1.2 Students’ Attitude toward Learning-12

5.2. Positive Access-12

5.2.1 Teachers’ Access to Culture-12

5.2.2 Students’ Access to Culture-13

5.3 Effective Activities-13

5.3.1 Teaching Activities-13

5.3.2 Learning Activities-14

VI. Conclusion-15

References-16