a-study-of-interlanguage-fossilization-in-college-students-english-writing-英语专业毕业设计论文

AStudyofInterlanguageFossilizationinCollegeStudents’EnglishWritingAbstract:Interlanguageisalsoknownasinterlanguageortransitionallanguage,itissystemicknowledgeaboutthesecondlanguageestablishedinlearners’brainintheprocessofsecondlanguagelearning,thesystemicknowledgeinthelearner'smindformsaimmobilizedthinking,sotheconceptof"fossilization"isformed.Interlanguagefossilizationreferstothestagnantphenomenonofthesecondlanguagelearnersaftertheirsecondlanguageabilityreachingacertainlevelanditisdifficulttomakeprogressinthatperiod.Interlanguagefossilizationhasaseriousnegativeimpactonthelearnerofasecondlanguage,butiftheproblemissolved,thelanguageabilityofthesecondlanguagelearnerswillbegreatlyimproved.Currently,interlanguagefossilizationappearsmostlyinsecondlanguagewriting,theauthortakesthisphenomenonasabackground,EnglishasstudiedlanguageandEnglishmajorstudentsinBeijingInstituteofDisasterPreventionScienceandTechnologyasthegoalofinvestigationthencombineswithsuchwritingmethodsasliteraturemateriallaw,casetrackingmethod.ThepurposeofthisthesisistoanalyzethereasonsoftheappearanceofinterlanguagefossilizationintheprocessofEnglishlearningandmeasuresofsolvingtheproblem.Keywords:interlanguage；fossilization；problemresearch；countermeasureanalysisIntroductionTheconceptof"languagefossilization"wasfirstlyputupintheUnitedStatesin1972,AmericanlinguistSelinkerthinksthatwhentherulesandthesystemtendoflearners’ownmothertongueretainintheinterlanguagerelatedtothesecondlanguage,andthistendencywillnotvaryaccordingtothelearners’ageandlearningtime.Analysisofpetrochemicalphenomenonisaprominentsubjectinsecondlanguageacquisitionresearchsubject,becauseithelpstofindtherulesofforeignlanguagelearningandprovideatheoreticalandpracticalbasisfortheforeignlanguagelearning.Thecontrastiveanalysis,prevalentinthe1960s,isbasedonthetheoryofbehaviorismandstructuralismlinguisticsanditthinksthathumanlanguagebehavior,likeotherbehaviors,isthehabitformedthroughthestimulusresponse(SR).Whatperformancesontheteachingisthecorrectlanguagehabitsformedthroughmechanicalworkoflanguageform,sothekeyoflearningforeignlanguagelaysinwhetherornotthelanguagelearnerscanimitatethetargetlanguageproperlyandformlanguagehabits.Amorefundamentalreasonistheinterferenceofmothertongue,namelynegativetransfer.Sotheprocessoflearningforeignlanguageinvolvesovercomingtheinterferenceofmothertongueandpromotingpositivetransferofmothertongue.Peopleformedanewunderstandingofsecondlanguagelearningprocessinthe60swhenthecognitivepsychologyrises.Chomsky’stransformationaltheoryplaysaveryimportantroleinthefield.Peoplefoundthattherearetwocontrastiveanalyses:oneisthatalotofmistakesarenotcausedbythemothertongueinterference.(Dulaythinksthatonlythreepercentofallmistakesarecausedbymothertongueinterference),Comparativeanalysisisalsounpredictable.TheotheristhatnativelanguageacquisitionstudiesshowthatLanguagelearningisnotthestimulusandreactionsthatcontrastiveanalyststhought.Itisacreativehypothesestestprocess,Learnerscanuseallkindsofknowledge,Suchastheknowledgeofmothertongueandtargetlanguage,knowledgeoflanguagecommunicationability,knowledgeofhumansocietytoconsciouslycarryonhypothesistestingontheuseofthetargetlanguage.Thisisaprocessoflanguagebuildingandreconstructing,whichhasthecharacteristicsofpermeability,systemicandvariability.Themainstreamofthisperiodiserroranalysistheorythattakescognitivetheoryasthebasisofpsychology.Thebasicassumptionisthatthethereisakindofspecialmechanisminbrainhasadealwithlanguageknowledge.Analysisoftheseerrorscouldbeusedtolearnsecondlanguagelearningprocess.Themaingoaloferroranalysisistorevealtowhatextenttheuniversalgrammarcanaffecttheprocessofsecondlanguageacquisition.Itsaysinthelearners'learningprocessthereisboundtobemistakes.Observation,analysisandclassificationoftheerrorscanrevealthelearners'intrinsicmechanism.Comparedwithcomparativeanalysis,theirmaindifferenceisthattherearemanycausesofmistakes,includingnotonlythemothertongueinterference,butthemainisthedifferencebetweenthelanguagelearners’owngeneratedlanguagesystemandtheonetheyhavelearnt.Dulaythinksthat85%ofallthemistakesbelongtothiskindofthefault,anditisofgreatimportancetocarryresearchofthiskindofmistakes:Forteachers,thisisanecessarywaytoknowthestudents'progress;Forresearchers,Thisisthemeanstoknowwhatthelearnersdotomasterthelanguage;Forlearners,thisisanindispensablemeansoflearningalanguage.Accordingtothetheoryoferroranalysis,wecanidentify,describeandexplainerrors.Explainingerrorshelplearnthecauseofmistakesandcorrectthemradically.Therefore,intheinitialstudyofinterlanguagefossilization,thecausereasonsofinterlanguagefossilizationinclinedtopsychologicalfactors.Essentially,interlanguagefossilizationisakindofstudyproblemthatcan'tbeeliminatedandmayappearateverystageinprocessofsecondlanguagelearning.Atthesametime,alotofresearchindicatethatifthephenomenonoflanguagefossilizationappearsintheprocessoflearningasecondlanguage,thenlearners'secondlanguagelevelwillstagnantnomatterhowlonglearnershavestudiedthesecondlanguageandhowdeepthecontentofthelearning.Whilepracticallyspeaking,thissecondlanguagefossilizationisauniversalphenomenoninsecondlanguagelearning.Atpresent,Englishisthemostpopularsecondlanguageinourcountry,amongthewholecountry'slanguagelearningstudents,Englishlearnersoccupymorethan70%.Therefore,toanalyzetheinterlanguagefossilizationinEnglishlearningandtoexplorethestrategytoavoidithasbecomeakeyresearchsubjectinthecurrentEnglishlinguisticsfield.Especiallyforthelanguagelearnersinthephaseofuniversitystudy,theirinterlanguagefossilizationmostlybelongtothetemporaryfossilizationandwillbesolvedproperlyorbeavoidedeffectivelyaslongasguidedbyreasonablemethods.ThispapertakesthisasabackgroundtoselecttopicandcombineswiththerelatedconceptsofinterlanguagefossilizationforthepurposeofexploringthecausereasonsofinterlanguagefossilizationintheprocessofEnglishwriting,ittakesthestudentsinEnglishlinguisticsfieldofBeijingInstituteofDisasterPreventionScienceandTechnologyasrespondents,themethodofactualsurveyisadoptedtostudythesolutionstrategy.Itwouldbebetterthatifthestudyofthisarticlecanprovidecertainreferencetothestudyofinterlanguagefossilizationsolutionandthenmakecertaincontributiontothedevelopmentofprofessionallearningasecondlanguage.LiteratureReviewSincethephenomenonof"interlanguagefossilization"isputforward,manyexpertsandscholarsathomeandabroadhavestudiedit.Firstlyistheresearchofthecauseofinterlanguagefossilization:Selinker(2000)explainsthephenomenonofinterlanguagefossilizationfromtheangleofpsychologyandputsforwardthreecauses:thetrainingtransfer,learningstrategyandcommunicationstrategy.Inthesubsequentresearch,heputsforwardthecausefactorsofinterlanguagefossilization,includingthetwokindsoffactors,thatis,externalfactorsandinternalfactors.Theinternalfactorsincludeageandlearningdesire,whileexternalfactorsinclude:pressure,learningopportunitiesandsoon.Lamendella(2005)thinksthatthereisa"subsystem"totalkinsecondlanguagelearningfromtheperspectiveofphysiologicalmechanism,thatis,itisadynamicprocessforlanguagelearnerstostudyfromthenativelanguagetosecondlanguagelearning.Whenthelanguagelearnersbegintostudyasecondlanguage,thelanguagesystemofasecondlanguagehasnotyetformed,somostofthelearnersbuildasecondlanguagesystemonthebasisoftheirnativelanguagesystem,thebuildingprocesswillleadtotheproductionoftheinterlanguageaswellasthephenomenonofinterlanguagefossilization.Thesecondistheresearchofcountermeasuresofinterlanguagefossilization.Krashen(2007)thinksthatasacommonphenomenonintheprocessofsecondlanguagelearning,thesolutionstrategytotheinterlanguagefossilizationwilltakeitscauseofproductionintoconsideration.Sowewillhavetoanalyzethecauseofformationofinterlanguagefossilizationoflanguagelearnersbeforetheaddressinordertosolvetheproblem.Onlyinthiswaycanwethinkaboutthehighlyindividualizedsolution.Analyzingfromitsorigin,wecanstartwiththeexternalcauseandinternalcause;therefore,solvingstrategiesalsoneedtobedividedintotwogradients,thatis,externalstrategyanditsownstrategy.Ellis(2009)thinksthatthetheoryofinteractioncanexplainthegenerationofinterlanguagefossilizationphenomenon.Intheprocessoflearners’secondlanguageacquisition,thecontentthatisnotcorrectinclassroomchannelsplaysaroleinlanguageinputtosomeextentandleadstothelearners’incorrectprecipitationthenthephenomenonofinterlanguagefossilizationisformed.Atthesametime,inthestudyoftheoriginoftheinterlanguagefossilization,healsobelievesthatoriginationofinterlanguagefossilizationisfromthepragmaticprocess,ratherthantheprocessofsyntacticuse.Theexcessivecertaincognitivefeedbackiseasytoleadtointerlanguagefossilization,whilenegativecognitivefeedbackcanpreventinterlanguagefossilization.Lim(2009)analyzestheinterlanguagefossilizationphenomenonthroughempiricalinvestigationandstudiesEnglishmajorstudentsinanIndianuniversity,theresultsofthestudyshowsthatculture,mothertongue,educationandotherfactorsarethemainreasonsfortheformationofinterlanguagefossilization,thusweshouldputforwardthesolutionintermsofthesedirections.Tosumup,inthecurrentresearchcontentaboutinterlanguagefossilization,therearealotofresearchconcerningcausesandcountermeasuresofinterlanguagefossilization.ThispaperdrawsontheexperienceoftheexistingresearchfoundationandCombineswiththeactualsurveywaytoexplorethecausesandcountermeasuresofinterlanguagefossilization2TheoreticalBasis2.1TheConceptofInterlanguageFossilizationFirstly,wegiveadefinitionoftheinterlanguage,whichisauniquelanguagesystem,andgenerallyhasthreefeatures:First,openness:thepermeabilityoftheintermediarylanguagestemsfromitsopenness.Foreignlanguagelearners'interlanguageisnotafixedandclosedsystem,butalanguagesystemthatisconstantlypenetratedbynewknowledgeandgraduallygetsclosetothetargetlanguageintheprocessofmodifyingtheoriginalknowledgesystem.Second,dynamicnature：intheprocessofforeignlanguagelearning,interlanguageisintheprocessofconstantlydeveloping,changingandrestructuring,fromlowtohigh,fromsimplicitytocomplexity.Itgraduallymovesclosertothetargetlanguage.Third,systemicnature:althoughtheintermediarylanguageiscontinuouslydevelopingandchanging,butitisalsoarelativelyindependentlanguagesystem,ithasauniquesetoflanguagevocabulary,grammar,andcompletedsystem.ThesocalledInterlanguagefossilizationphenomenonreferstothesituationwherelearnersgetstuckinthestagnantstatewhentheintermediarylanguagehasnotreachthetargetlanguageintheprocessoflearning,thiskindofsituationwillleadtoerrorsinlearners'secondlanguageacquisition,andthiskindofmistakeswillalwaysstay,alsocannotchangeintheprocessoffurtherstudy.Relevantacademicresearchpointsoutthatintheprocessoflearning,thefossilizedlanguage,grammarrulesandthecharacteristicsofsystemrelatedtothetargetlanguageandtendtobereservedbyinterlanguagewon'tbeaffectedbythelearners'ageandeducationlevel.Atthesametime,thefossilizationphenomenonmayexistintheformoflatent,whenlearnersthinkthatthesurfaceproblemshavebeeneliminated,petrochemicalphenomenonwillstillappearinthelaterstudy.Relatedresearchconclusionpointsoutthattherealizationphenomenonoftheintermediarylanguagewillappearatanystageintheprocessofsecondlanguagelearning,andthewayofperformanceisnotonlyreflectedonaparticularaspect,butalsocanexistinseveralaspectssuchasgrammar,language,vocabulary,syntax.Forexample,languagelearners’pronunciationofsecondlanguagealwaysstaysontheoriginalvoicetones,whichisasignofainterlanguagefossilization.2.2ClassificationofInterlanguageFossilizationInterlanguagefossilizationphenomenonmayshowanillusionthatthelearnergotoofartouseallkindsofcommunicationstrategiestomakeupforlackoflanguageknowledge.Theymaythinkthatitisnotnecessarytolearnthenewknowledgeofthetargetlanguage,thusappearsthetendencyoffossilizationphenomenon.Accordingtothenature,theinterlanguagefossilizationcanbeclassifiedintotwotypes:thetemporaryfossilizationandthePermanentfossilization.Thestudyshowsthatmostofthefossilizationsbelongtotemporaryfossilization.Thecharacteristicsofthetemporaryfossilizationareasfollows:atthestageofbeginning,thelearners’foreignlanguageabilitywillbestableorevenrapidlyincreased,theirlisteningandspeakingskillswillprogressquickly.Aftertheimprovement,thelearner'sabilitywillstayinarelativelystablestate,whichisthe"stability"inthelanguagelearningprocess,andsomeresearchesalsocallitas"stagnantperiod",intheprocessofstagnation,languagelearners'languageabilitywillbestagnant,whichmeanstheyenterintoastateoffossilization.Inessence,thiskindoffossilizationsistemporaryfossilizationinmostcasesandwealsocansayitisaprecursorofpermanentfossilization.Inthisstate,thelearners'foreignlanguageabilityandknowledgewillnotimprove,whilehestateoftemporaryfossilizationwillbeliftbycorrespondingeducationandmethods,thelearner'slevelwillenterintoanotherstageofdevelopment.3.TheReasonsoftheInterlanguageFossilizationinCollegeStudents'EnglishWriting3.1MotherTongueTransferAmericanlinguistRobertLaredoputforwardtheconceptmothertonguetransfer,whichindicatesthatintheprocessoflearningasecondlanguage,learnersoftenrelyonthemothertongue,thatis,theyoftenapplyknowledge,languagestructure,orexpressionmethodsoftheirmothertonguetothesecondlanguagelearning.Combinedwiththeresearchcontentsofthispaper,therearemainlytwopointsthataccountforthecauseofthemothertonguetransferFirst,"cross-languagescene”isformedowingtointeractionbetweenChineseandEnglish,thatis,intheprocessofEnglishlearning,thelearnerswillusetheexpressionmethodofChineseinEnglishthenleadtothefossilizationphenomenonandmakemistakes.Forexample,thetypesoferrorsintheabovecontent:Iwanttobecomeausefulman.Inthiscase,itsexpressionmethodssuchasstructureandpredicatearethesameastheChineseexpression,sothefossilizationphenomenonappearsandleadtoanerrorinexpression.e.g.（1）Wecan’thelpaskingourselves:“Whatiswrongwithoursociety?”（2）Itwillbringyouagoodfuture．Intheaboveexample,wecanseethatthestudentsobviouslyinfluencedbyChinese.TheymechanicallyputtheChinesecommonpunctuationsinEnglishWriting.Whenexpressing"好的未来"（haodeweilai）,mostofthestudentswillbegrantedwiththeterm"goodfuture"toexpress.ThisexpressionisinconsistentwiththeEnglishhabitanditshouldbe"brightfuture"instead.Second,therewillbetheeffectofinterlanguagerecognitionwhenthelanguagelearnersbeginstostudyEnglish,thatistosay,awordofEnglishandaresimilarwithonewordinChinesebuttheyarenotthesame,butthelearnersconsiderthemtobethesame.Forexample,theword“individualism”istranslatedinto"unique,individualcharacter,personalitydoctrine"andsooninEnglish,butlotofstudentsthinkitisthesameastheterm“个性主义”inChinese,whichproducedthefossilizationphenomenon.3.2OvergeneralizationSuchovergeneralizationisakindoffossilizationphenomenonlyingonthefoundationthatthestudentshavemasteredcertainabilityinsecondlanguage.Analyzingfromthisarticle’sperspective,studentswillbemorelikelytouse"simplified"strategytoovercometheproblemsinEnglishcommunicationandwritingaftertheyhavebeenequippedwithcertainlanguageability,theyalsotendtousesimplifiedwaystoachievethepurposeofcommunicationorwriting.Owingtothestrongpurpose,studentswillnotfocusonimprovingthelanguageabilitylikewhattheydidintheearlyperiodoflanguagelearning,theybegintopursueclearexpressioninstead.Theydonotpayattentiontothegrammaticalcorrectness,whichresultsinthephenomenonoffossilizationphenomenon.Thisproblemmaybeleadbythe"unconscious"behaviorofstudents,buttheresultswillaffectstudents’furtherdevelopmentofinterlanguage,thenleadtofossilization.Thiscanbedemonstratedbyastudent’compositioninthecase:MaybeIwilllearnmorelanguagesandgoothercountry.（1）Peopleseemtogetusedtounhonest(dishonest)behaviors．（2）Ihaveheared(heard)fromyouandIamgladtoknowyouwanttogotocollege．Inthefirstsentence,thereason"unhonest"iswronglyusedbecauseofusers’overgeneralizationabouttheusageofadjectivenegativeprefixes"un-".SomeEnglishadjectivesmayaddprefix"un-"toformtheircorrespondingopposite,suchas"unfair","unfaithful",and“uncomfortable".Thus,thelearnerwillapplythisruletoalltheadjectivesandgeneralizetheterm"unhonest".Similarly,thefourthsentenceisalsobecauseoflearner’sgeneralovergeneralizationaboutpasttenseofverbs.Theproblemisthissentenceisobviouscausedbyexcessivegeneralization.3.3CulturalTransfersCulturaltransferreferstotransferphenomenoninthenativecultureandinthesecondlanguageculture,languagelearners’fixedculturalpatternsleadtothetransferphenomenon.Combinedwiththeresearchofthispaper,itisbecauseofthedifferencesbetweenHannationalityandBritishnationalwayofthinkingthattheproblemofculturaltransferoccursinEnglishmajorstudentsproduces.Thesimilaritiesanddifferencesmainlyshowinsuchaspectsasvalueconcept,lifeconceptandconceptoftimeandspace,thesedifferencesareboundtobemanifestedintheformofalanguage.Ifstudentscan'taccuratelydealwiththeculturaltransferintheprocessofEnglishlearning,itisdifficultforthemtounderstandEnglish.Forexample,itisagoodhabitofaperson.Thatcanmakeotherstrustofyou.Thissentenceistodescribetheimportanceof"honest",thesentenceisnotwrongintermsofgrammar,butisnotinconformitywiththeEnglishexpressionhabitintermsofexpressionmethod.Inpracticalterms,intermsofthiskindofsentence,EnglishusuallyfirstpointsouttheimpactofthefactsonourownselvesorotherswhiletheChinesethinkingisjusttheopposite,whichisthefossilizationphenomenoncausedbytheculturaltransfer.3.4TransferofTrainingTransferoftrainingreferstofossilizationcausedbythewrongwaysoftraining.Reasonsforthisphenomenonaremainlytwothings:first,thelackofcorrectlanguageformorinputandtheimproperuseoflanguagematerials,forexample,theinsufficientstandardlanguageexpressioninEnglishteachingmaterials,thedifficultyofteachingmaterialsinappropriate,andsoon.Teachersarealsokeyfactorsintermsofthisissue,teachers'inappropriatelanguageexpressionorteachingmethodscanalsoleadtostudents'incorrectawarenessofEnglish,thesecognitionswillinstillintothemindsofstudentsinteachingactivitiesandfinallyresultintheformationoffossilization.Forexample,Ioftentellmyselfthatmyfutureisnotadreamaslongasyoustudyhard.Thissentenceisobviouslycausedbyinconsistentbetweenthesubjectandthepredicateandtheproblemwascausedmostlybyimpropertrainingmethod.3.5LearningStrategiesAnalyzingtheexistingresearch,mostofscholarsagreethatlearningstrategiesisoneofthecausesofinterlanguagefossilization.Learningstrategyreferstothespecificmethodsormeansstudentsadoptinthelearningprocessandisalsothenecessarymeansadoptedbylanguagelearnerstoacquireknowledge,masterknowledgeandmakeuseknowledge.InEnglishstudy,differentstudentshavethedifferentlearningstrategies,improperuseoflearningstrategiesislikelytoproducethephenomenonofpetrochemical,forexample,alotofstudentshavethehabitsofadding-ingtoallverbs,forexample,Iamfeelingthirsty.Thusamistakeisproduced.Itincludescognitivestrategies,meta-congnitivestrategysocialstrategy.Fromaninformationprocessingperspective,learningstrategyisaspecialwayofhandlinginformation,differentlearningstrategiesdeterminethedifferentwaysofunderstanding,learning,usingandstorageoftheinformation,whichtoalargeextentinfluencesthestudents'learningautonomy,learningmethodandlearningconsciousness.Atthesametime,learningstrategiesareinfluencedbylearners’culturalenvironment.Duetotheinfluenceoftraditionalculture,manyChina'ssecondlanguagelearnersoftenusedtolookuporaskthestudents,oruseavoidance,simplificationandotherreductionstrategiestoachievethepurposeofexchangebutnottoaskdirectlytoteachersinthelearningprocesswhentheyencounterproblems.Overtime,therigiduseoflanguagewillbeformed.Thefollowingsentencescandemonstratetheirreductionstrategy.(1)gotoclothesshop.(Intention:Igoshoppingforclothes)(2)yfriendscometomyhouseanddrinking.(Intention:Myfriendsaregoingtocometomyhousefordrink)(3)notplaythecomputer.(Intention:Idon'tuseacomputer.)4CountermeasuresAnalysisInterlanguagefossilizationphenomenonhasveryseriousrestrictionimpactonstudents’secondlanguagelearningandalsoaproblemthatallthesecondlanguagelearnersmaymeetintheprocessoflanguagelearning,therefore,itisofgreatimportancetoaddressitcorrectly.Inthischapter,theauthorwillcombinetheproblemsmentionedabovetoproposecountermeasureofinterlanguagefossilization.4.1ReducetheNativeLanguageTransferMothertonguetransferisoneoftheimportantfactorsthatcausetheinterlanguagefossilizationanditplaysaveryimportantroleinaffectingthelearners’thinkingpattern.Therefore,ithassubtleinfluenceonstudents'Englishlearning.So,Ithink,ifwewanttoreducemothertonguetransfer,wewillneedtorecognizethenatureofforeignlanguagelearning.Languageexistsintheformofcultureanalyzingfromtheperspectiveofformbutinessence,itistheobjectiveexistenceintheformofculturalexistence.Anylanguageisakindofsocialphenomenonandisalsotheproductofsociety;membersinthesocietyuseitasatoolofcommunication.Languageisthegrammarsystemexistinginthehandofallmembersofaparticularsocialgroupthroughwordspractice.Eachlanguagehasitsuniquephonetic,semantic,lexicalandgrammaticalsystem.Beforelearningaforeignlanguage,foreignlanguagehasproducedandformedlawoflanguagesystem.Itisclearthatlanguageistheobjectiveexistenceofculturalform.Ontheonehand,teachershavetheresponsibilitytodevelopstudents'thinkingskillsinEnglishandtoguidestudentstothinkinEnglishasmuchaspossible.Corder(1981)said:"Acquisition'snativelanguageprovidesarichhypothesisfortargetlanguage,aslongaslearnershaveenoughtargetlanguageinput,theyareeasytoeliminatetheinterferenceofmothertongueandtobuildawarenesssyntaxsystemofthetargetlanguage”Ontheotherhand,thepenetrationofEnglishcultureteachingintheirdailyteaching.TheultimategoalofLanguagelearningistoachieveinterculturalcommunication.Inordertointensifystudents'interestinlearningEnglishandtoavoidthepsychologicaldistancebecauseofculturaldifferences,teachersshouldpermeateEnglishculturalteachingintheteachingofEnglish,introducesEnglish-speakingcountriesdifferentcustomstostudentsforexample,tocultivatestudents'interculturalawareness.Purelyone-sidedlanguagelearningisboringandthelearnersareeasilytoloseinterestinlearningthetargetlanguage.Onlyifwecombinelanguageteachingwithcultureteaching,wecanhelpstudentsunderstandthetargetculturebetter.So,Englishlearningisprocessofcognitiontowardstheobjectiveexistencelanguageandtheprocessofadaptationandimitation.Itisimproperjusttounderstanditastheprocessofcreation,Englishitselfisobjectivelyexist,Englishlearningisaprocessofunderstandingobjectivefromtheperspectiveofsubjective.Therefore,weshouldunderstandtheessenceofEnglishlearningwellsoastoavoidmothertonguetransferissues.4.2CultivateCorrectLearningMotivationMotivationinforeignlanguagelearningisessential.Itsimpactonstudentlearningoutcomesisachievedbyimprovingstudents'enthusiasmforlearning.ThefamouseducatorJacquesboveshasfoundthatseveralfactorsinfluenceforeignlanguagelearning,includingmotivation,accountingfor33%;intelligence,accountingfor20%;theother14%.ItisobviousthatintrinsicmotivationtoimproveEnglishlearningisawaytoovercomethevocabularyfossilization.Student'slearningmotivationistheprimedeterminantfactorsinstudents’Englishlearning,andisalsothedeterminantfactortoavoidtheinterlanguagepetrochemical.Therefore,inEnglishteaching,weshouldpayattentiontotrainingstudents'correctlearningmotivationandtheeducationofmotivationsothatstudentsareabletoestablishaclose"contact"andgood"relationship"withEnglish.TheinformationintheprocessofEnglishlearningshouldalsobestrengthened.Weaimatmakestudents'Englishclassroomfulloffun.Fromthep