A study on the interlanguage fossilization in senior high school English writing

In second language acquisition, many learners experience fossilization, particularly in senior high school English writing, impacting language development. This study identifies fossilization errors, analyzes their causes, and proposes effective teaching strategies to enhance writing skills. Findings suggest that theme-based instruction, peer review, minimizing mother tongue interference, and fostering cross-cultural communication significantly improve writing proficiency and reduce fossilization. This study aims to provide both theoretical insights and practical teaching references for improving senior high school English writing.