對大學(xué)生英語寫作能力石化現(xiàn)象及學(xué)習(xí)方法的分析

ChapterThreeFossilizationofEnglishWriting“StudieshaveshownfossilizationexistsinallaspectsoftheinterlanguageofL2learners,suchasspeech,syntax,lexis,pragmaticsandsoon”REF_Ref11140\r\h[10]54.Fossilizationreferstothephenomenonthatforeignlanguageorsecondlanguagelearnersareintheinterlanguagestateforalongtime,buthavenotfullymasteredtheforeignlanguageorsecondlanguagesystem.Inpeoplewhofossilize,somemistakesinaforeignorsecondlanguagebecomefixedaslanguagehabitsthatcannotbechangedeveniftheycontinuetolearn.Thefossilizationofcollegestudents’Englishwritingabilityappearsgradually.Accordingtotheresearchofscholars,manycollegestudentsrelyontheInternetplatformtofindthetextinformationtheyneed,andmanyofthemgraduallylosetheirthinkingmode.TheysolvetheirEnglishwritingproblemsthroughthenetworkplatformandtheinputmethodsmallprogram,andevendirectlycopytheEnglishcompositionontheInternet.Inthelongrun,theEnglishwritingabilityofcollegestudentsisatthelevelofhighschoolorevenmiddleschool,sothattheEnglishwritingabilityappearsfossilizationphenomenon.ThefossilizationofEnglishwritingabilityisanobstacleforcollegestudentstolearnEnglishwell.Thefossilizationofcollegestudents’Englishwritingabilityismanifestedinmanyaspects,includinglexicalfossilization,grammaticalfossilizationandtranslationfossilization.3.1LexicalFossilizationAsanimportantaspectofsecondlanguagelearning,writingisrelativelygivenhighdegreeofattentionbyteachersandstudents.However,manyteachershavefoundthattherearealwayssomerepeatedmistakesinwriting,andtheskillofwritingseemstoceasetodevelop.Therearemanyfactorsthataffectwritingability,amongwhichvocabularyisanimportantindicatorsandoutputofvocabularyplaysanimportantpart.Collegestudentsusuallyhavethephenomenonoflexicalfossilization,whichisspecificallymanifestedintheincorrectunderstandinganduseofvocabulary.Thefossilizationofcollegestudents’Englishvocabularyismanifestedintwoaspects:inquantity,theirvocabularyisnolongerincreasing;Qualitatively,theirknowledgeofvocabularystagnated.Inexams,collegestudentsaremorelikelytouseonewordinarowtoexpressthesamemeaning.Thevocabularylevelofmanycollegestudentsdoesnotmatchtheiracademicqualifications.MaybetheyhavepassedtheCET-4andCET-6,andtheirvocabularyisstillatthelevelofmiddleschoolorhighschool.Infact,thisistheaccumulationofvocabularylessperformance.Vocabularyisthecontentthatcollegestudentsmustlearn,whichplaysavitalroleinlearningEnglish.Vocabularylearningshouldbeatransitionfromsimpleknowledgetocomplexknowledge,firstlearningsimplevocabularymeaning,pronunciation,spellingandpartsofspeech,thenlearningvocabularycollocation,expression,impliedfeelingsandconnotations.However,manycollegeEnglishvocabularylearningonlyremainsatthesurfacestage,focusingontheChinesemeaning,partofspeech,pronunciationandspellingofvocabulary,ignoringtheconnotation,collocation,styleandspecificculturalinformationofvocabulary.WhenrecitingEnglishwords,collegestudentsonlyrecitethespelling,meaning,partofspeechandpronunciationofrelevantwordsaccordingtothewordlistatthebackofthetext,andconnecttheChinesemeaningandEnglishwordstogetherintheirminds,butfailtounderstandthemeaningofthewordsdeeply.Astimegoesby,thefossilizationphenomenonofvocabularyisformed,whichleadstoproblemsintheunderstandinganduseofvocabulary.3.2SyntacticFossilizationInfluencedbytheculturaldifferencesbetweenChinaandthewest,therearegreatdifferencesintheuseofgrammarbetweenChinaandEnglish-speakingcountries.CollegestudentsusuallywriteEnglishsentencesaccordingtoChinesethinking,oftenwordforwordinEnglishwriting.TheywriteEnglishaccordingtothegrammarrulesofwritingChinese,whichistheconcretemanifestationofthefossilizationofcollegestudents’grammar.Intermsofvoice,Chineseusuallyusestheactivevoice,whileEnglishoftenusesthepassivevoice.CollegestudentsusuallywriteEnglishpassivevoiceintoactivevoicewithChinesethinking.Tensesingrammarindicatewhensomethinghappens.Intermsoftenses,Englishcanusethepresentcontinuoustensetoexpresssomethingthatwillhappeninthefutureandthepresentsimpletensetoexpresssomethingthatwillhappeninthefuture.Forexample,(1)I’mleaving.(2)TomorrowisMonday.CollegestudentsareeasytothinkEnglishinChinese,sothattheycan’tdistinguishtenses.Moreover,Chineseisusuallyasimplesentence,whileEnglishhasmanycomplexsentenceswithmainclausesandsubordinateclauses.WhencollegestudentswriteEnglishsentences,theyoftenturnacompoundsentenceintoseveralsimplesentences.Chinesesentencesareusuallyformedinchronologicalandlogicalorder,whileEnglishsentencesaremainlyconnectedbyrelativepronouns,relativeadverbsandparallelconjunctionstoformcompletesentences.3.3TranslationFossilizationTheimportanceoftranslationisnotonlyreflectedindiplomaticwork,butalsocollegestudentsshouldlearntranslationwell.TranslationisveryimportantforEnglishwriting.ItisquitetruethatcollegestudentsmaymakeimproperuseoftranslationsoftwareandtranslatealltheChinesethatneedtobetranslatedintotranslationsoftware.Theydonotthinkforalongtime,whichleadstothephenomenonoftranslationfossilizationincollegestudents’Englishwriting.Vocabulary,grammar,punctuationandexpressionarethemainmanifestationsoftranslationfossilization.Intheprocessoftranslation,somecollegestudentsusuallywriteEnglishsentencesaccordingtoChinesethinking.WhenwritinganEnglishcomposition,manycollegestudentsoftenwriteaChinesecompositionaccordingtothequestionrequirementsofthetestpaper,andthentranslateitintoEnglishaccordingtothegrammar.Inthisprocess,collegestudentsareeasytouseChineserulesinsteadofEnglishrulestowrite.InfluencedbyChinese,collegestudentsoftenapply“because”and“so”inChinesesentencestothesameEnglishsentence,leadingtoEnglishsentencetranslationerrors.InChinese,asentencecanhaveboth“although”and“but”,whileinEnglish,onlyoneofthetwocanexist.Thefossilizationofpunctuation,forexample,periodishollowinChinese,butsolidinEnglish;InEnglish,thetitleofaworkneedstobecapitalized,andthewholetitleoftheworkiswritteninitalicsorunderlined,whileinChinese,thetitleoftheworkiswritteninthetitlenumber.SomecollegestudentsmayconfuseEnglishandChinesepunctuationmarks,especiallywhentheycomeacrossthetitleofaworkinEnglishwriting.

ChapterFourReasonsforFossilizationofEnglishWritingManycollegestudentsarenolongerusedtowritingbythemselves,butdirectlyusethenetworkplatformtosearchforrelevantcontent,whichleadstothefossilizationofcollegestudents’Englishwritingability.Therearemanyreasonsforthefossilizationofcollegestudents’writingability,includingsocialenvironment,educationalmethodsandtheirownquality.Thefossilizationofcollegestudents’Englishwritingabilitymaybeduetothelackofextensivesocialattentiontocollegestudents’Englishwriting.Becausetheschooldoesnothavehighrequirementsfortheassessmentofcollegestudents’Englishwriting,ordoesnotfocusontrainingcollegestudents’Englishwritingabilityinrelatedaspectsoflearning;Becausecollegestudentslackcriticalthinkingability,lackofindependentlearningability,lackofinnovationawarenessandability.ThefossilizationofEnglishwritingabilityhaslongbeenacontroversialissueinthefieldoflanguagelearning.Thispaperanalyzesthecharacteristics,causesandlearningstrategiesoffossilizationincollegestudents’writingability,soastoimprovetheirEnglishwritingabilityandpromotetheirbetterlearninganddevelopment.Thefossilizationofcollegestudents’Englishwritingabilityisrelatedtosocialenvironment,educationalsystemandmethods,andtheirownquality.Themostimportantfactoristheirownthinkinghabits,cognitiveandpracticalability.4.1SocialReasonThefossilizationofcollegestudents’Englishwritingabilitymayberelatedtothesocialenvironment.TherearefewjobsrelatedtoEnglishwritinginthesociety,andthesocietypaysmuchattentiontotheeducationofcollegestudents,buttheattentiononEnglishwritingmaybeslightlylowerthanotheraspects.ThedifferencesbetweenChineseandWesternculturalbackgroundswillalsoleadtothefossilizationofcollegestudents’Englishwriting.4.1.1LowSocialAttentionThesocietypaysmuchattentiontotheeducationofcollegestudents,butthereisaslightdeficiencyinEnglishwritingofcollegestudents.Ifalotofhigh-payingjobsrelatedtoEnglishwritingappearinsociety,itmaymobilizetheenthusiasmofcollegestudentsinEnglishwriting.Inshort,lowsocialattentionanddifferentculturalbackgroundbecometheresistanceofcollegestudents’Englishwriting.4.1.2DifferentCultureBackgroundLanguageneedstobespreadthroughculture,andthedevelopmentoflanguageiscloselyrelatedtothatofculture.Ifthespreadoflanguageisseparatedfromculture,itwillloseitsconnotation.Asaninternationallanguage,Englishlinksmanycountriesintheworldclosely.UnderstandingtheculturalbackgroundofEnglish-speakingcountriesisveryimportantforlearningEnglish.ChinaandEnglish-speakingcountrieshavedifferentculturalbackgrounds,differentlanguages,anddifferentwritingrules.IfcollegestudentslackunderstandingofEnglishculture,theremaybealackofinterestinEnglish,whichleadstocollegestudentsinEnglishwritingdifficulties,andevenEnglishwritingfossilizationphenomenon.4.2Schools’ReasonEnglishlearningincludeslistening,speaking,readingandwriting,inwhichEnglishwritingisaveryimportantlink.Inpracticalteaching,teachersoftenfocusonlisteningandreadingasthecontentoftraining,oftenignoretheneedtofocusonEnglishwritingtraining,resultinginlowlevelofcollegestudents’Englishwriting.Thevalidationoftheratingscaleisanecessaryworkbecauseithelpsteachersandstudentsunderstandwhatcoursecontenthasbeenlearnedandhowwellithasbeenlearned.Teachershaveasolid,theory-basedunderstandingonwhichtheycanderivethereasonsbehindcollegestudents’writingproblems,therebyhelpingcollegestudentsimprovetheirlearningmethodsandstrategies.“Diagnosisisusuallyfollowedbyfeedbacktothelearner,andsoChapterEightpresentsanoverviewoffeedbackandrelatedresearch.Westartbyreviewingdifferentdefinitionsoffeedbackandpayspecialattentiontowhatmakesfeedbackdiagnosticandhowfeedbackfromdiagnosticassessmentsmightdifferfromfeedbackfromotherkindsofassessments.Feedbackgivenbytheteacheronlearners’errors,orerrorcorrection,isthemostcommonformoffeedbackinclassrooms”REF_Ref14190\r\h[1]14.Diagnosiswithoutproperfeed-backandsubsequentactionthataddressestheproblemsidentifiedisnotreallyveryuseful,asitdoesnotleadtoanimprovementinthelearner’scurrentstate.IftheschooldoesnotoftenorganizeEnglishwritingtrainingandEnglishwritingcompetition,itmayleadtothefossilizationofEnglishwritingofcollegestudents.4.3Students’ReasonThefossilizationofcollegestudents’Englishwritingismainlyduetotheirownreasons.Weakcriticalthinkingability,poorindependentlearningabilityandlackofpracticalexerciseabilityseriouslyleadtothefossilizationofcollegestudents’Englishwriting.4.3.1PoorCriticalThinkingAbilityCollegestudentsneedtohavecertaincriticalthinkingabilityinEnglishwritingtopromotethecorrectexpressionoflanguage.Thefossilizationofcollegestudents’Englishwritingabilitymaybeduetotheirweakcriticalthinkingability.Criticalthinkingabilityincludescriticalthinkingskillandcriticalthinkingtendency.Criticalthinkingskillreferstothecriticalthinkingactivityitself.Speculativeorientationreferstothebelief,value,andwillingnesstoengageinspeculativeactivities.“Criticalabsence”hasbecomeacommonproblemamongChinglishmajors.Ifcollegestudentshavepoorcriticalthinkingtendency,theymaylackemotionalaffiliationorfeellonely.Ifcollegestudentslackcriticalthinkingskills,theymaynotthinkinmultipledimensions.TheirpoorcriticalthinkingabilitymakesthemunabletowritewonderfulEnglishsentenceswithoutacompositionframeintheirmind.4.3.2PoorIndependentLearningAbilityItisveryimportantforcollegestudentstoimprovetheirEnglishwritingabilitytoenhancetheirself-learningawarenessandability.CollegestudentslearnEnglishwritingindependently,helptoimproveinterest,learningeffectwillbebetter.CollegestudentstaketheinitiativetolearnknowledgerelatedtoEnglishwriting,whichishelpfultoweakenthefossilizationofEnglishwriting.Atpresent,manycollegestudentshavepoorindependentlearningability,andmanyofthemneedteacherstourgethemtostudy,ortoimprovisebeforeexams.Somecollegestudentshavepoorindependentlearningability,sothattheyencounterdifficultiesinEnglishwriting.4.3.3LackofActualExerciseCapacityThelackofpracticalexerciseabilitywillleadtothefossilizationofcollegestudents’Englishwriting.Accordingtoresearch,manycollegestudentsdonotpracticeEnglishwritingregularly,butonlywhentheyhavetowriteEnglishessaysorexams.UsuallydonotpracticewritingEnglishcomposition,collegestudentsEnglishwritingthinkingwillbesolidified,writingabilityweakened.PracticemakesperfectonlywhencollegestudentswriteEnglishcompositionsregularly.CollegestudentsshouldcherisheveryopportunitytowriteEnglishcompositionandfinishitcarefully.Afterall,trueknowledgecomesfrompractice.

ChapterFiveLearningMethodsThispapermainlythroughthereasonsandperformanceofcollegestudents’Englishwritingfossilization,lookingforwaystoweakenthephenomenonofEnglishwritingfossilization.Thelearningmethodsincludepeersupport,rationaluseoftheInternetplatform,practicalEnglishwritingpractice,increasevocabulary,studygrammarstructureandimprovetranslationskills.ThroughavarietyoflearningmethodstohelpcollegestudentsimproveEnglishwritingabilityfossilizationphenomenon.5.1PeerCoachingThemethodofpeerassistancecanhelpcollegestudentstocheckthegaps,learnfromothers’strongEnglishwritingability,soastoimprovetheirEnglishwritinglevel.PeerhelpcannotonlyincreasetheenthusiasmofcollegestudentstolearnEnglish,taketheinitiativetolearntowritecomposition.Peermutualaidneedscompetitionandfriendship,whichcanmakecollegestudentslearntocooperateandmakeprogresstogetherincompetitionandcooperation.CollegestudentswithhighEnglishwritinglevelhelpcollegestudentswithaverageEnglishwritingleveltolearn,whichcannotonlyenhancethelatter’sinterestinEnglishwriting,butalsoconsolidateandimprovetheformer’sEnglishwritinglevel.Collegestudentsadoptthemethodofpeerhelptoarousetheenthusiasmoflearning,thusweakeningthefossilizationofEnglishwriting.CollegestudentscansolvevariousproblemsintheprocessofEnglishwritingthroughgroupdiscussion.Peerfeedbackishelpfultocollegestudents’Englishwriting.Itcandevelopacompetitiveandcooperativelearningatmosphereandhelpcollegestudentsdevelopgoodlearninghabits.Collegestudentscanformawholeinadormitoryorinagroup,formulateastudyplan,superviseeachothereveryday,andeveryoneshouldcompletetheEnglishwritingtaskwithintheprescribedtimelimit.Makerules,havecertainrewardandpunishmentsystemcanbetterpeerhelp.PeerhelpisaneffectivewaytoimprovetheEnglishwritinglevelofcollegestudents.“First,introductionofpeer-assessmentneedsmoreextensivepreliminaryworkwithsampletextsofstrongandweakessaystoanalyzeandevaluate.Thismighthelpstudentsbemoreconfidentinpeer-assessingandself-editing.Second,groupinterpersonalrelationshipsshouldbeconsideredwhenchoosingpartnerstogivepeer-feedback.Studentsworkmorewillinglywhentheyhavepositiveattitudetoeachother.Third,theteachermustprovidestudentswitharangeofresourceswhichstudentsmightconsultwhilepeer-evaluating,revisingorself-editing.Suchresourcesarebothprintedandon-linedictionaries,grammarreferencebooks,writingmanuals,etc...Also,studentsneedteacher’shelpindealingwithself-editinglogs.Theteachershouldexplainthepurposeofdealingwithalogandshowhowtoworkwithit.Fourth,thistypeofassessmentprojectshouldbecarriedoutoveralongerperiodoftimeinordertoseeifstudentshavereallydevelopedwritingskillsandgainedmorecontrolovertheirstudy”REF_Ref14432\r\h[3]489.5.2ReasonableUseoftheNetworkPlatformCollegestudentsgenerallyliketodirectlyusetranslationsoftwaretotranslateChinesecompositionsintoEnglishcompositions.Thisbehavioriswrongandisanimportantfactorleadingtothefossilizationofcollegestudents’Englishwriting.Collegestudentsshouldmakereasonableuseofthenetworkplatform.TheycansearchforrelevantcompositionsontheInternetafterwritingEnglishcompositionsandcomparethemtofindtheirshortcomings.CollegestudentscanalsousethenetworkplatformtocollectsomeadvancedEnglishwordsandphrasesandrecitethem,whichcanbequotedwhenwritingtheirownEnglishcompositions.CollegestudentscanusethenetworkplatformtocollectrelevantinformationandlearnmoreabouttheculturerelatedtoEnglishlearning.Therationaluseofnetworkplatformcanbroadencollegestudents’vision,learnmoreknowledgeaboutEnglishwriting,andhelpthemimprovetheirEnglishwritingdifficulties.InordertopreventcollegestudentsfromrelyingtoomuchonInternetplatformstosearchforcompositionsinsteadofwritingtheirownEnglishcompositions,collegestudentscanmakerulesforthemselves,whichquestionscanbesearchedonlineforanswers,whichneedtothinkontheirown.Iftheydonotthink,donotwritetheirownEnglishcompositionontheInternettofindtheanswer,howshouldtheybepunished.OnlybyurgingoneselftomakereasonableuseoftheInternet,thinkingmoreandwritingEnglishcompositions,canweeffectivelyimprovethepetrochemicalsituationofcollegestudents’Englishwritingability.5.3PracticalExerciseIfcollegestudentswanttoimprovetheirEnglishwritingability,theyshouldoftenpracticeEnglishwriting.ItisverydifficulttowriteEnglishcompositionwithapenatthebeginning.Whenyouwritemoretimes,youwillfeelthatEnglishwritingisaverysimplething.Practicemakesperfect.CollegestudentscanimprovetheirEnglishwritingskillsbyrepeatedlypracticingthesamekindofEnglishcomposition.Insteadofjustwritingduringexams.There’sabigdifferencebetweenthinkingaboutknowledgeinyourheadandwritingitout.WhencollegestudentswriteEnglish,theymayencounterthissituation:usuallywhentheteachertalksaboutmodelEnglish,collegestudentscanunderstandalltheknowledgepoints,butwhentheywritethesametypeofEnglishcomposition,therewillbeallkindsofproblems,andevennoidea.IfyouthinkwritingEnglishcompositionisadifficultthing,youcanwritetwoarticlesaweek,withtheincreaseoftime,graduallybecometwodaystowriteanarticle,orevenadaytowriteanEnglishcomposition.Collegestudentsshouldbediligentinwriting,andproperpracticeofEnglishwritingisessential.ThemethodofpromotinglearningbywritingandsystematictrainingcanbeadoptedtoimprovetheEnglishwritinglevelofcollegestudents.WritingmorelongEnglishcompositionscanhelpcollegestudentstransformtheirEnglishwritingfromquantitativechangetoqualitativechange.CollegestudentscanfirstfindanexcellentEnglishcomposition,readitaloud,andthenfindoutthekeyknowledgepoints,phrasesorsentencesandrecitethem.Afewdaysorhourslater,thestudentstriedtoreconstructthetextaccordingtothekeypointsintheEnglishcomposition.Checkthetexttofindmistakesorunexpectedknowledgepoints.ThenwecanimitatetheoriginaltextandlearnitsEnglishexpressionmethods.ImitationshouldbereflectedintheactualwritingofEnglishcompositionratherthansimplycopying.Collegestudentscanalsofindafewcompositiontopicsormaterials,Englishwriting,comparedwithexcellentEnglishcomposition,findtheirownadvantagesanddisadvantages,learningexcellentEnglishcompositiongrammar,keysentencesandadvancedvocabulary,canalsohelpcollegestudentsimprovetheirEnglishwritinglevel.TheresultsshowthatduringEnglishlearning,moststudentsareinfluencedbytheirnaturelanguage.StudentsoftenusetheChinesewayofthinkingtheirfirstthinkinChineseandthentranslatethesentencesintoEnglish.TheNLinterferenceisthemostimportantreasonoffossilizationinstudents’writing.Therefore,alotofEnglishwritingpracticewithEnglishthinkingishelpfultoweakenthefossilizationofEnglishwritingability.5.4InlargeVocabularyVocabularyisthebasicfactorofEnglishwriting.IncreasingvocabularyishelpfultoimproveEnglishwritinglevel.Manycollegestudents’Englishvocabularyisatthelevelofjuniorhighschoolorevenprimaryschool.Becausetheydonotaccumulatevocabularyhabit,andeverydaywillforgetsomeoftheoriginalwords,thevocabularyofcollegestudentsnolongerincrease,andeventhetrendofdecreasing.Collegestudentscanimprovetheirvocabularybysummarizinghigh-frequencywordsandrecitingthem.CollegestudentscanalsoreciteafixednumberofEnglishwordseverydaybymemorizingthewordsoftware,theseconddaytoconsolidatethefirstdayofmemorizedEnglishwords,andthenrecitetheseconddayshouldremembervocabulary.Vocabularytreescanhelpcollegestudentsmasteralargenumberofvocabularyefficiently.Vocabularytreesprovideacontextforcollegestudents.Whendrawingvocabularytrees,collegestudentswillthinkaboutvocabularygroups.Forexample,whenyouseecutlery,youthinkofwordslikeknife,fork,cup,bowlandchopsticks.Collegestudentscanalsowritevocabulary,examplesentencesanddefinitionsbyconstructingvocabularylists.AlargenumberofvocabularycaneffectivelyimprovetheEnglishwritinglevelofcollegestudents.5.5TheStudyofGrammaticalStructureLearninggrammarwellhasgreatinfluenceonlearningEnglishwritingwell.CollegestudentsshouldclearlydistinguishthedifferencebetweenChinesegrammarandEnglishgrammartoavoidChineseEnglishinwriting.TherearemanywaystolearnEnglishgrammarwell.Wecandoexercises,Englishreading,Englishgrammarmaterials,recitationandsoon.IfcollegestudentswanttolearnEnglishgrammarwell,theycandomoreexercisestodeepentheirfamiliaritywithEnglishgrammar.Multiplechoiceandcorrectquestionscanbefocusedonpractice,becausethesethreetypesofquestionsaremainlytestmethodknowledge.Checkyouranswersandsummarizeyourmistakes.Readandrecitethesametypesofgrammarseveraltimes.CollegestudentscanmastermoreEnglishgrammarstructuresbyreadingalotofEnglisharticles.Whenreading,developthehabitofrefininggrammaticalstructure,markthegrammaticalstructureofgoodsentencesandcontactthecontext,canbetterunderstandthearticle,canalsofindmoregrammarpoints.CollegestudentscanviewalotofinformationaboutEnglishgrammartohelpthemlearnEnglishgrammarwell.Theycancheckandrememberafixednumberofgrammarpointseveryday.Accumulatedovertime,collegestudentscanhaveagoodfoundationofEnglishgrammar.CollegestudentsreciteEnglishgrammarstructure,canbetterunderstandthegrammar,morecancultivatelanguagesenseanddeepentheimpression.Afterfinishingthetestpaper,collegestudentscansummarizeandrecitethegrammarknowledge.5.6TheImprovementofTranslationSkillsImprovingtranslationlevelplaysanimportantroleinweakeningthefossilizationofcollegestudents’Englishwritingability.WhencollegestudentsseetheEnglishcompositiontopiconthetestpaper,iftheycan’tcorrectlyunderstandtherequirementsofthetopicintheirminds,thewholecompositionwilldeviatefromthetopic,whichleadstothefossilizationofcollegestudents’Englishwriting.Whencollegestudentsencounterlonganddifficultsentences,theycantranslatewordsfirstandthenformsentencesaccordingtogrammar.Ifyoucomeacrossawordyoucan’ttranslate,youcandetourandfindawordwithasimilarmeaning.WhentranslatingEnglish,collegestudentsmayencountersomewordsorphrasesthattheydonotknowhowtotranslateappearinginthequestionsatthefrontofthetestpaper.RememberthatEnglishtranslationshouldbecloselyrelatedtotheoriginaltext,notovertranslation.Inordertotranslateagoodarticle,itisnottomechanicallypairitinalargethesaurusandpursueone-sidedliteralaccuracy,buttoconveytheinformationcorrectly.Collegestudentscanrefertothetranslation,buttheyshouldalsowritethetranslationthemselves,sothattheycanknowtheshortcomings.Afterwritingthetranslation,checktheanswersandsummarizetheproblemsintranslation.Itcanhelptoimprovethetranslationlevelbypracticingtranslationseveraltimesandtakinggoodnotesandcheckingthembeforethenexttranslation.Whenthetranslationlevelofcollegestudentsimproves,thesenseofEnglishlanguagewillbeimprovedandthefossilizationofEnglishwritingwillbeweakened.ChapterSixConclusionInmoderntimes,manycollegestudentsonlyrelyontheInternettofindEnglishcomposition,rarelypracticeEnglishwriting,resultinginthemgraduallylosingtheirownmodeofthinking,Englishwritinglevelisnothighandevenappearfossilizationphenomenon.Atpresent,thefossilizationphenomenonofcollegestudents’Englishwritingis