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作为中介语主要特点之一的石化性近年来成为二语习得领域的研究热点。本文以西部某高校42名非英语专业大一学生为研究对象,对其写作中的石化现象进行纵向研究,通过识别、归类、分析和对比其作文中的错误数量,研究显性语法教学是否有利于减少学生在写作中的石化错误。研究结果显示:学生写作中的语法错误的出现是动态变化的;持续一段时间的显性语法教学有助于帮助学生减少作文中石化语法错误出现频率,从而改善石化现象,提高英语写作水平。
As one of the main characteristics of interlanguage, petrochemistry has become a research hotspot in the field of second language acquisition in recent years. In this paper, 42 non-English majors in a university in western China as the research object, to make a longitudinal study on the petrochemical phenomenon in their writing. By identifying, classifying, analyzing and comparing the errors in their compositions, this paper studies whether explicit grammar teaching Help to reduce the students in the writing of petrochemical errors. The results show that the grammatical mistakes in students’ writing are dynamically changing. The explicit grammar teaching lasting for a long time can help students to reduce the frequency of grammatical mistakes in petrochemical writing so as to improve the petrochemical phenomenon and improve their English writing.