Based mainly on phonetics, lexicology, syntax, applied linguistics, psychology, and the cutting-edge computer technology, this article conducts a comprehensive analysis of the factors contributing to the difficulty of L2 listening comprehension from both the objective and subjective perspectives and makes a tentative suggestion for the enhancement method for L2 listening comprehension.
After introducing the serious linguistic phenomenon of fossilization, clarifying terms and providing recommendations, the author makes an attempt to expound the various potential causes for fossilized errors from the biological, social-affective, cultural, cognitive, pedagogical and environmental perspectives and, in addition, suggests the relevance for EFL education in China and some ways of preventing the occurrence of fossilized errors. The paper is concerned with questions of etiology, rather than questions of ontology, so the focus of the paper is on the causal factors for fossilized errors in the interlanguage, including learner-specific factors and non learner-specific factors, such as biological, affective, language transfer, pedagogical, social and ideological culture, and environmental factors. It is proposed that prevention of fossilization is more significant than de-fossilization.
利用Cardiff语法观点,言说过程可以统一理解为SPC结构,其中S表示Subject,P表示Predicator,C表示Complement;在SPC结构中,补语C可以由言说要旨(Content said)或言说名称(Name of saying)来体现,C体现言说要旨时,它可以由一名词短语来填充,也可以由一传统语法上的名词性从句来填充;在言说过程的结构中,修饰语(Adjunct)的位置会影响所表述的信息内容。用Cardiff语法学派的观点能简述言说过程语句的生成过程。
