A Study On The Blocking Strategy Of Interlanguage Fossilization In High School English Writing Teaching

In the second language learning,many people have experienced the phenomenon of " Fossilization " during the process of learning English.This phenomenon has also received extensive attention from educational scholars.However,at this stage,the phenomenon of fossilization commonly exists in English writing of high school students in China.After reaching a certain stage of study,it is no longer steadily improving like the initial stage,even declining,even if a lot of efforts are made,it is very difficult to get.improved.In order to block the occurrence of fossilization writing,teachers need to solve the problem in a planned and targeted manner.Therefore,based on the ability,the author explores the phenomenon of high school students’ English writing fossilization,proposes corresponding teaching blocking strategies,and applies blocking strategies to writing teaching,combining questionnaires,classroom observations,pre-and post-writing tests and student interviews.The research explores the role of the teaching strategies mentioned by the author to block the high school students’ English writing fossilization,thereby improving the average level of students’ English writing ability and promoting the solution of high school English writing fossilization phenomenon.Based on the analysis of high school English writing fossilization phenomenon,this paper puts forward the following three teaching blocking strategies in combination with relevant theories: adjusting and strengthening writing training,strengthening writing input,adjusting writing teaching mode and strengthening evaluation.The two high school teaching classes in Heilongjiang Experimental Middle School were the research objects.Under the guidance of the tutor,the writing teaching experiment is designed.It lasts four months.Combined with questionnaire survey,interview and classroom observation,the experimental materials are carefully selected,the experimental process is well-prepared,the experimental implementation is carefully supervised,and the experimental data is analyzed in detail.The results show that: 1)The teaching blocking strategies of adjusting and strengthening writing training,strengthening writing input,adjusting the teaching mode of writing,and strengthening of re-evaluation have played a positive role in blocking high school English writing fossilization,and improved the effectiveness of English writing teaching.2)Although the teaching blocking strategies play a positive role in writing fossilization,it could not block all the fossilization phenomena.