THE PROBLEM OF FOSSILIZED ERRORS AND THEIR CORRECTING DURINGA FOUR-MONTH INTENSIVE ENGLISH LANGUAGE COURSE (ALC – AMERICAN LANGUAGE COURSE)

Abstract

Background. Fossilized errors remain a persistent and widely discussed problem in the process of foreign language acquisition, particularly among learners attending intensive English language courses. Such errors tend to become fixed over time and resist correction even after repeated exposure to correct language forms. As a result, they hinder the development of communicative competence and negatively affect further language development, especially at intermediate and advanced levels. The problem becomes more complicated under conditions of intensive instruction, where a large volume of learning material and limited time for reflection may contribute to the reinforcement of incorrect language forms. Despite the considerable amount of theoretical research devoted to the phenomenon of fossilization, there remains a need for practice-oriented approaches aimed at effective error correction in real educational settings. The aim of the study is to identify effective methods and techniques for correcting fossilized and semi-fossilized errors under conditions of intensive foreign language learning instruction.
Methods. The study is based on the observation of the educational process and the experimental application of error correction strategies during a four-month intensive English language course (ALC – American Language Course). Fossilized and semi-fossilized errors were identified, classified, and analysed. Various correction techniques were systematically implemented and evaluated, including self-correction, peer correction, and teacher-guided feedback, and teacher-assisted correction.
Results. The findings indicate that the systematic and purposeful application of correction strategies significantly contributes to reducing the number of fossilized errors. The combination of different correction methods proved to be more effective than the use of isolated approaches. Continuous feedback, repeated practice of problematic language forms, and active learner involvement were identified as key factors in successful error correction.
Conclusions. Systematic and consistent work on fossilized errors contributes to the improvement of learners' communicative competence and ensures more effective foreign language acquisition under conditions of intensive instruction.