fossilization

While there is a plethora of research on pronunciation problems of EFL learners with different L1 backgrounds, published empirical studies on syllabification errors of Iraqi Kurdish EFL learners are scarce. Therefore, to contribute to this line of research, the present study set out to investigate difficulties of this group of learners in the pronunciation of consonant clusters (CCs). The data for this study were collected through classroom observation and a pronunciation test. Initially, students’ difficulties in pronouncing difficult English clusters were diagnosed in their oral performance in the author’s graduate classes at a private university in Northern Cyprus. Subsequently, 18 Iraqi Kurdish students volunteered to read aloud a short paragraph, sentences containing the problematic consonant clusters, and a word list while being audio-recorded. Data analysis showed discrepancies in the participants’ pronunciation of consonant clusters, i.e., while they did not exhibit any problem in the pronunciation of initial CCs, most of them employed vocalic epenthesis (insertion of an additional vowel), as a repair strategy, in word final position to facilitate the pronunciation of complex clusters of the TL (Target Language). This can be attributed to the influence of the mother tongue as Kurdish phonotactics does not allow certain CCs in word final position. However, other factors such as the role of modelling, and lack of sufficient exposure to the TL may have contributed to the participants’ pronunciation problems. Moreover, since all of the participants were adult EFL learners, it is safe to assume that such errors might have become fossilized in their interlanguage. Therefore, in terms of pedagogy, it is suggested that pronunciation problems of EFL learners should be dealt with during early stages of second language acquisition in order to prevent fossilization.

Fossilization has become the focus of many L2 studies since its introduction in 1972 as many learners fail to achieve native-speaker competence. Researchers have tried to unravel the causes of fossilization, among which noticing has been claimed to be of great importance. This study aimed to explore the effect of noticing on fossilization. To achieve this aim, a mixed-methods approach was utilized. Sixty advanced L1 Persian learners of English studying in Iran were chosen to perform two written and three spoken tasks twice. Qualitative data included the content analysis of the participants’ performance on the written and spoken tasks while the quantitative data included percentages of noticed errors and recurrent erroneous forms. The errors observed in both performances were counted and classified. Three main categories named Grammatical Errors, Lexical Errors, and Cohesive Errors were identified. The observed errors were further classified into 36 subcategories. When learners’ ability in noticing their errors was investigated, it was found that they could notice 37.4% of the 3,796 fossilized forms they had produced. Most of the errors observed were categorized in the category of grammatical errors. Noticing affected the number of errors produced. It can be concluded that becoming aware of ones fossilized forms, one will produce fewer fossilized forms. The results of the current study have implications for English language teachers and learners. By being informed of the errors learners make while learning a language and how their noticing affects fossilization, teachers can improve their teaching practice which in turn enhances learning.

Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have gathered as learners (Nespor, 1987). A teacher’s idea about teaching and the methodologies employed is largely shaped by his/her cognition about the whole story of teaching. In this study, through a structured questionnaire, some open-ended questions, and a thorough interview, the researchers tried to delve into some deep-rooted beliefs and teaching conceptions of six EFL teachers, which had led them to decide on delicate issues in the classroom. This was done with the intention to unravel the mysteries in their practice and to see if there was a way out. A few not-so-much-spotted problems are traced and a general panorama of what is going on in classes based on teachers’ cognition are depicted. Some implications and areas of research on teacher cognition are introduced at the end.