Abstract

Interlanguage fossilization is a pervasive phenomenon in second language acquisition. When it happens in students' diction in writing, it will become a barrier for students to further improve their writing competence. The manifestations of such fossilization can be evidenced by diction error fossilization in word form, word class and word meaning, and diction competence fossilization including colloquialization, simplification and generality. The causes for this phenomenon include not only the internal factors such as the effect of age, inappropriate learning strategy and negative transfer, but also the external factors such as the impact of improper teaching method, rigid educational system, and lack of effective intercultural communication. To avoid and alleviate such fossilization, we should improve the quality of diction input, provide more opportunities for diction output, and utilize the feedback of error correction.
                                                                                                                                                                                 
Key words: fossilization, writing diction, errors fossilization, competence fossilization, cause analysis, countermeasures

摘 要

中介语的石化在二语习得中是普遍存在的现象。一旦学生写作用词发生石化，他们的写作能力就很难得到进一步提高。这种石化现象主要表现在词形、词类、词义上的错误石化和以词汇的口语化、简单化、笼统化为主的能力石化两大方面。造成该现象的原因既有包括年龄影响、学习策略不当以及母语负迁移在内的内在因素，也有包括教学方法、教育体制、社会文化差异在内的的外部影响。为了防止和减轻这种石化现象，我们应当努力提高词汇输入的质量，创造更多的词汇输出机会，并充分利用教师的纠错反馈。

关键词：石化现象；写作词汇；词汇偏误石化；词汇能力石化；原因分析；对策

1. Introduction
During the study of a foreign language, the learner's language is in a state of dynamic change. Many Chinese college students have found the situation that they can no longer steadily improve their language study as they did at the very beginning and fail to achieve the desired target language learning effectiveness. They have also realized the problem they have: they memorize more vocabularies with the growing language learning, but they do not know when and how to use those vocabularies properly. More than one student reflects that they hardly use those newly-learned  words. What they can use freely in spoken and written English are those that they have learned at the early stage.
Abstract

Interlanguage fossilization is a pervasive phenomenon in second language acquisition. When it happens in students' diction in writing, it will become a barrier for students to further improve their writing competence. The manifestations of such fossilization can be evidenced by diction error fossilization in word form, word class and word meaning, and diction competence fossilization including colloquialization, simplification and generality. The causes for this phenomenon include not only the internal factors such as the effect of age, inappropriate learning strategy and negative transfer, but also the external factors such as the impact of improper teaching method, rigid educational system, and lack of effective intercultural communication. To avoid and alleviate such fossilization, we should improve the quality of diction input, provide more opportunities for diction output, and utilize the feedback of error correction.
                                                                                                                                                                                 
Key words: fossilization, writing diction, errors fossilization, competence fossilization, cause analysis, countermeasures

摘 要

中介语的石化在二语习得中是普遍存在的现象。一旦学生写作用词发生石化，他们的写作能力就很难得到进一步提高。这种石化现象主要表现在词形、词类、词义上的错误石化和以词汇的口语化、简单化、笼统化为主的能力石化两大方面。造成该现象的原因既有包括年龄影响、学习策略不当以及母语负迁移在内的内在因素，也有包括教学方法、教育体制、社会文化差异在内的的外部影响。为了防止和减轻这种石化现象，我们应当努力提高词汇输入的质量，创造更多的词汇输出机会，并充分利用教师的纠错反馈。

关键词：石化现象；写作词汇；词汇偏误石化；词汇能力石化；原因分析；对策

1. Introduction
During the study of a foreign language, the learner's language is in a state of dynamic change. Many Chinese college students have found the situation that they can no longer steadily improve their language study as they did at the very beginning and fail to achieve the desired target language learning effectiveness. They have also realized the problem they have: they memorize more vocabularies with the growing language learning, but they do not know when and how to use those vocabularies properly. More than one student reflects that they hardly use those newly-learned  words. What they can use freely in spoken and written English are those that they have learned at the early stage.