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es of interconnected systems that characterize the learner’sprogress over time (‘interlanguage’ or ‘the interlanguage continuum’). He concentrates on theprocess of language learning and his aim is to explain some important aspects of thispsychological structure. In his opinion, this psychological structure may stay latent in thebrains of the learners while it is activated when these learners attempt to develop their languageproficiencies further.Selinker (1972) gave five central processes on the psycholiguistic perspective: languagetransfer, transfer-of-training, strategies of second-language learning, strategies ofsecond-language communication and overgeneralization of the target language rules. From thisaspect, Selinker attempted to give cognitive interpretation of interlanguage. Adjemian (1976)asserted that the interlanguage should be viewed as a linguistic system and it should be seen asa natural language. However, Corder (1967) maintained that it refers to the process of thelearners’ transitional competences. From the Corder’s perspective, he viewed interlanguage asthe behavior-related language. Accordingly, it can be observed from the performances oflearners.
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2.2 Error analysis
As a non-native language learner, it is inevitable to make errors. These errors reflect thelearning processes of hypothesis-testing. Thus, the interlanguage continuum can’t be withouterrors. According to Corder (1967), an ‘error’ is the deviation in learners’ language whichresults from the lack of the correct rules. Current literatures view errors not just deviations butrather a source of studying the process as well as the strategies used by the learner at a certainstage in learning course. Therefore, if we want to study the learners’ interlanguage system, weshould find clues to systems by analyzing the errors they make. At this point, with regard toerror analysis, it is a procedure used by both researchers and teachers. It involves collectingsamples of leaners’ language, identifying the errors in the sample, describing these errors,classifying them according to their hypothesizing causes, and making evaluation on the results.The reason why error analysis is of a great importance for researchers to probe into is that therehas a close relationship between interlanguage and errors in nature. Put it simply, five cognitiveprocesses in terms of the cognitive mechanism of interlanguage is prominently characterizedby the existence of errors.
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Chapter Three Methodology ...........13
3.1 Hypothesis and research questions ...........13
3.2 Subjects and research method...........13
3.2.1 Subjects.......13
3.2.2 Research method ........13
3.2.3 Procedures ..........13
Chapter Four Data Analysis and Discussion..........16
4.1 Fossilized grammatical errors in 3 compositions......16
4.2 Analysis of characteristics of fossilized errors in 3 compositions.... 23
4.2.1 Systematicity...... 23
4.2.2 Permeability ....... 24
4.2.3 Permanency........ 25
4.3 Analysis of internal process of fossilized errors....... 26
4.4 Questionnaire investigations of causes of fossilized errors...... 29
4.4.1 Subjects ...... 29
4.4.2 Instrument .......... 29
4.4.3 Results of the questionnaire ....... 30
4.5 Summary of the questionnaire investigation .... 31
Chapter Five Conclusions ....... 33
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