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uage, they still find it difficult to attain a high level ofEnglish. These kinds of phenomena, which are labeled as “fossilizationphenomenon” by researchers (e.g., Selinker 1972), have drawn a lot of attention fromSLA and EFL teaching field.
The writer of this thesis has also noticed that a student with relatively highproficiency in EFL will also often make sentences like ‘7 am a optimistic person', or‘7 have many friencT，but once intervened by others, s/he will immediately realize themistakes in article or plurals and hence makes instant self-corrections on them. Buton other occasions, s/he will make the same/similar errors again. All these errors,which have been diagnosed as fossilized, are really resistant and irreversible? If theyare irrevocable，do teachers still need to make all efforts to correct them in students'productions? Or what kind of intervention strategies can teacher use to counteractthem and stimulate the interlanguage development in this aspect?

Chapter 2 literature review

2.1 Introduction
This chapter will firstly be the literature review part. The role of correctivefeedback in second language acquisition has long been concerned about in China andabroad. Many studies about corrective feedback in defossilization have been doneboth in China and abroad. In this chapter, the author will firstly summarize somemain studies in China and abroad. Then relative terms about fossilization and errorwill be introduced in detail and the theoretical framework will also be covered in thischapter

2.2 Relative Studies in China and Abroad
Though fossilization is inevitable and real, researches and debates aboutdefossilization have never stopped. Many researchers in linguistic field abroad havemade analysis and experiments and obtained preliminary successful results about thecauses of fossilization and relative methods to reduce or alleviate fossilizationaccording to causes of fossilization. Since this thesis is taking the perspective oflanguage input (oral corrective feedback), relative theories and experimental resultsabout feedback will be discussed in detail. Feedback can be positive and negative.Negative feedback is also referred to as corrective feedback. The effects ofcorrective feedback (or negative feedback) against fossilization can be dated back asI early as to the year 1972 when Selinker first advanced the concept “fossilizatiorT(Selinker 1972; 209). Krashen and Seliger (1975; 173) observed that one of theI characteristics common to all SL teaching methods they have examined is feedbackI on error. Thus we can see the important role feedback plays in SL (including FL)I teaching and learning.

Chapter Three Research Methodology............ 30-51
    3.1 Subjects.......... 30-31
    3.2 Instruments ..........31-33
        3.2.1 Interviews.......... 31-32
        3.2.2 Tests ..........32
        3.2.3 Classroom Observation.......... 32-33
    3.3 Research Procedure.......... 33-34
    3.4 Treatment ..........34-49
        3.4.1 Teaching Plan.......... 34-35
        3.4.2 Teaching Approach ..........35-40
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