Second Language Learning and Errors Fossilization

Abstract

English pronunciation process signific ant ch allenge for EFL students due to its complexity. Sometimes students encounter difficulties to produce the right pronunciation, and the mispronounced words are not to be corre cted even if they attempt to do. This phenomenon is known as fossilization wh ich hinders students' fluency in the target language. Necessitating focused attention on addressing these challenges to enhance language learning outcomes. This study focuses on the reasons for fossilized pronunciation by EFL students, and it aims to highl ight the pronunciation difficulties faced by first and third year students when speaking English and provide recommendations for both students and teachers. The study employed a mixed method combining qualita tive and qualitative approaches which include: a questionnaire and o bservation conducted with first and third year students and an interview with their teachers from the department of Engl ish at IbnKhaldoun University of Tiaret. The qualitative method interpreted and explained the data within the theore tical framework, while the quantitative approach facilitated the quantification of errors and their underlying reasons. The findings of this study revealed that the reasons behind fossilize d pronunciation are due to factors such as: lack of awareness, lac k of exposure to native speakers, fear of making mistakes, lack of confidence and limited practice opportunities all contribute to such errors. By addressing these factors, students can boost their pronunciation skills and reduce fossilization in their spe aking