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s a reaction to the CA, the Interlanguage theory,basically understands second language learning process as “a creative process ofconstructing a system in which the learner is consciously testing hypothesis about thetarget language from a number of possible sources of knowledge …” (Brown, 1980: 162).Selinker’s View of Interlanguage: The term ‘interlanguage’ was first used bySelinker in 1969 in his paper (Language Transfer). In Selinker’s view, interlanguage is “aseparate linguistic system resulting from learner’s attempted production of the targetlanguage norm” (McLaughlin, 1987: 60-61).According to Selinker, interlanguage refers to the condition which is independent ofboth the learner’s first language (L 1) system and second language (L2) system which heis trying to learn. It refers to the special condition that learners constructed during thecourse of their language development.Selinker beliefs that interlanguage was “the product of five central cognitiveprocesses involved in second-language learning”: (1) language transfer, i.e. transfer fromthe L1; (2) transfer of training, i.e. some errors are transferred from the training process; (3)strategies of second-language learning, i.e. an approach to the material learning; (4)strategies of second-language communication, i.e. those ways that learners use tocommunicate with L2 speakers; and (5) overgeneralization of the target languagelinguistic material.
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2.2 Fossilization
Fossilization is a natural phenomenon in the process of second language learning.Just as Selinker defines it: the phenomenon of Fossilization is the fossilization of somelinguistic items, rules and subsystems. It is a condition that exists in the process of newlanguage learning. It is a condition that at some point between their NL (native language)and the TL (target language). It is just exist, no matter what the learner is or what theamount of explanation and instruction he receives in the TL (target language).He has made it clear that fossilization applies to not only non-target language but alsotarget language. Thus, it is a fact that fossilization will exist not only when secondlanguage learners produce wrong sentences but also when they produce native-likeexpressions. In practice, in accordance with Mukkatesh’s opinion, fossilization has beenused to refer to the persistent and repeating errors in high frequency. This is what wecalled fossilization. This will be discussed later in this thesis.
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Chapter 3 Research Design...... 19
3.1 Research questions ......19
3.2 Subjects of the research......19
3.3 Research methods....20
3.4 Data collection .....20
4.1 Error categorization ...... 23
4.2 Error distribution at each stage .....37
4.3 The comparison and contrast of the errors committed at two stages....39
4.3.1 The comparison....40
4.3.2 The contrast.......45
4.4 Discussion of the possible causes of fossilization.... 45
Chapter 5 Conclusion....... 53
5.1 Significance of errors in EFL learning and teaching....53
5.2 Major findings......53
5.3 Implications for English language teaching and learning .......54
5.4 Limitations of the research and future improvements...... 59

Chapter 4 Data Analysis and Discussion

4.1 Error categorization
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