Interlanguage and Foreign Language Learning： Acquisition of Grammar and Fossilization作者：杨维来源：《文化研究》2014年第09期
ABSTRACT
The purpose of the study was to investigate whether Chinese university English learners’ errors in IL are subject to fossilization or prone to be permanently remediated. This study also examined the patterns of errors in their written discourses and how the errors impacted on the foreign language learning. Forty-six first to third year Chinese university learners of English enrolled in an English writing course program participated in the study. Two separate writing tasks were assigned to the learners before and after the program to collect the errors contained in their writing samples. Two analyses of the errors from each set of samples were performed. It shows the remedial instruction exerted a very positive impact on correcting the errors. Given remedial instruction with output practice are accessible， most errors in IL are not subject to fossilization but liable to be permanently remediated.
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