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Thirdly, the study of language fossilization not only could supplement the theories ofsecond language acquisitions, but also may help the teachers to further understand thelearning states and take the corresponding measures to prevent fossilization, which will highlevel the proficiency of both teaching and learning.

Chapter II literature review

Based on the introductory chapter, the second chapter presents a literature review of theresearches on language fossilization both home and abroad, which enable the reader to have abrief understanding of the current research level and concerns in the relevant field.

2.1 Researches on Fossilization Abroad

2.1.1 The Biological Model
According to the biological model, the phenomenon of fossilization is engendered byseveral human’s internal factors, for example the physiological factors and the biologicalfactors. And the Critical Period Hypothesis is the most important and representative theory ofthis model, which was firstly proposed by Penfield and Robert (1959) in their neurolinguisticworks and afterwards by Lenneberg (1967). According to the theory, there exists one periodof human’s life span when language could be learned much more easily than at any otherperiod. Based on Lenneberg’s view, children’s brains have inherent propensity for languageacquisition, and as time passes by the propensity will atrophy. He also believes that there is acritical learning period of language, which lasts from infancy to puberty, that is from age 2 toabout 13. If this chance is missed, complete mastery of the language will become impossible.And Lamendella (1977) calls this period “sensitive period”, and he holds that languageacquisition during the sensitive period is most efficient.
Between the ages of two and three years language emerges by an interaction ofmaturation and self-programmed learning. Between the ages of three and the early teens thepossibility for primary language acquisition constitutes to be good; the individual appears tobe most sensitive to stimuli at this time and to preserve some innate flexibility for theorganization of brain functions to carry out the complex integration of sub-processesnecessary for the smooth elaboration of speech and language. After puberty, the ability forself-organization and adjustment to the physiological demands of verbal behavior quicklydeclines. The brain behaves as if it has become set in its ways and primary, basic skill notacquired by that time usually remains deficient for life. (Lenneberg 1967:158)

Chapter Ⅲ Theoretical Framework.......... 23-33
    3.1 Interlanguage .........23-25
        3.1.1 Definitions of Interlanguage......... 23-24
        3.1.2 Characteristics of Interlanguage......... 24-25
    3.2 Fossilization .........25-33
        3.2.1 Definitions of Fossilization.........25-28
        3.2.2 Classifications of Fossilization......... 28-31
        3.2.3 Some Causes of Fossilization......... 31-33
Chapter Ⅳ Research Design .........33-36
    4.1 Research Hypotheses......... 33
    4.2 Research Subjects......... 33
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