作为中介语发展过程中的一个普遍现象，石化现象吸引了众多语言研究者和语言教师的注意。然而，绝大多数的研究都只是强调语言学形式方面的石化现象，而忽略了发生在语言的实际应用之中的石化现象，从而导致了中介语石化研究中的不完整。本论文拟尝试用传统的语言学层面以及语用学层面相结合的方式来探索中介语石化现象。

本研究课题主要着力于解决以下问题：(1).哪些因素导致了我国高校英语教学中的石化现象？(2).从我国大学生英语水平的石化现象中能够得到哪些教学启示？对这两个问题的详细阐述将贯穿于本文的始终。

本研究课题的受试是来自于西南交通大学的一个英语自然班的全体82名非英语专业大学二年级学生。为了更进一步的探索中国二语习得者的语言石化现象，作者采用了定性研究和定量研究相结合的方式。在定性研究中,作者主要采用观察法和分析法,定性分析了82名受试在写作测试中的具体表现。在定量研究中，作者对82名受试进行了一系列的问卷调查，具体包括受试的英语学习基本情况，语言能力测试以及语用能力测试三个方面的内容。测试的结果构成了定量研究的实证数据。定量研究通过统计分析软件SPSS进行数据分析。定性研究支持和补充了定量研究的结果。

同时基于之前的研究，本论文尝试采用问卷调查，写作测试和课堂观察以及结构式访谈这三种测试工具来完成语言的石化研究。

本论文主要有以下发现：

1. 语言石化包括语言学方面的石化和语用学方面的石化。

2. 中介语石化现象（包含语言学层面石化和语用学层面石化）在我国大学生中确实广泛存在。

3. 学习者的内在因素和外在因素都会影响语言石化。其中，学习者的内部因素对于二语习得石化现象的影响最大，外部因素则间接影响了石化现象的产生。

4. 语言石化的推迟或克服可以从学习者的内在因素和外在因素两方面来实现。

本论文的意义是：通过对大学生在英语学习中的石化问题的描述，有助于帮助广大学生有意识地去减少石化，进而有利于语言教学。另一方面，对于怎样在实际学习中减少语言石化的论述，能够帮助提高语言教学水平。再次，通过对我国二语习得者中介语石化现象的全面阐述，作者进一步提出了一些教学启示，为我国高校英语教学提供了一定的参考。

总之,石化现象普遍存在于中国大学生的英语学习的过程之中。通过学习者内部和外部因素相结合的方式，可以防止语言石化现象的产生。这对高校英语教学有着深刻的意义。

As the universal phenomenon in interlanguage development and also a tremendous obstacle for L2 learners’ interlanguage development, fossilization has attracted prevalent attention among both language researchers and teachers. However, most of the studies only emphasize fossilization that takes place at the level of the linguistic forms, while neglect fossilization which happens in the practical language use, thus the incompletion of exploring interlanguage fossilization easily comes into being. Therefore, this MA thesis will tend to probe into interlanguage fossilization from the combination of both the traditional linguistic way and also the pragmatic way.

The major research questions are as follows: (1).What are the causal factors of fossilization in Chinese college English learning, and also to what degree? (2).What pedagogical implications can we get from the interlanguage fossilization of Chinese college English learners? And these two research questions will be answered in detail in this thesis.

The whole 82 students of non-English majors who are all sophomores from a natural class of Southwest Jiao Tong University serve as the subjects of this research. Both qualitative and quantitative studies are applied in this thesis, which help to further explore Chinese L2 learners’ fossilization failure.

In qualitative research, the author mainly adopted such methods as observation and error analysis to analyze the 82 subjects’ specific performance in the writing test. While in the quantitative study, the author carried out a questionnaire, including such three aspects as subjects’ basic information of learning English, linguistic proficiency test and pragmatic proficiency test. The results of these tests constitute the empirical data of the quantitative study. The data obtained from the quantitative study are analyzed by statistical analysis software SPSS. The qualitative research serves as the supporting and complementary information to the quantitative findings of the study.

Based on the previous research, a research on both linguistic fossilization as well as pragmatic fossilization is carried out through three main instruments: questionnaire, writing test and classroom observation, together with structured interview.

The major findings which are derived from the analysis of the questionnaire, structured interview, together with writing test are shown as follows:

1. There are two types of fossilization: linguistic fossilization and pragmatic fossilization.

2. Fossilization widely exists among Chinese college students in their English learning.

3. Both of L2 learners’ internal and external aspects influence their language competence. L2 learners’ internal factors are the main stream of fossilization, while external factors affect fossilization indirectly.

4. Accordingly, fossilization can be delayed or reduced through learners’ internal and external facets.

The significance of this proposed study is three folded in exploring Chinese L2 learners’ fossilization. For one thing, the author describes learners’ fossilization problems, with the purpose to help language learners to have a brief concept upon interlanguage development which will aid them to have the awareness to reduce fossilization and naturally benefit both L2 teaching and learning. For another, the author discusses the casual factors of fossilization and also how to reduce fossilization in practice, which will help language teachers and learners to penetrate into better L2 teaching and learning. Consequently, this study puts forward some pedagogic implications by means of the overall discussion of Chinese L2 learners’ fossilization problems; hence fulfill the aim of improving both the teaching and learning effects of Chinese college English.

To sum up, fossilization is common among Chinese college students in their English learning process. Defossilization can be achieved through internal and external aspects. And it is of universal significance in the formal instruction.