Phonological Fossilization: what can I do as a teacher?
Hamideh Rastegari
Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran
In the field of second language acquisition, one of the persistent challenges faced by both learners and educators is phonological fossilization—a phenomenon where incorrect pronunciation patterns become permanent despite continued exposure to the target language. This issue is particularly prevalent among non-native speakers of English, whose persistent pronunciation errors often hinder effective communication and may lead to social or educational disadvantages.
Understanding and addressing phonological fossilization is critical for teachers striving to improve learners’ oral proficiency. This paper explores the nature of fossilization in Iranian EFL (English as a Foreign Language) learners, highlighting two instructional approaches aimed at reducing fossilized pronunciation errors. Drawing from both theoretical perspectives and empirical observation, the study provides practical insights into how explicit instruction in phonetics and consistent auditory input can lead to measurable improvements in learners’ pronunciation.
By identifying methods that promote self-monitoring and correction, this article seeks to empower educators with effective tools to combat fossilization and support learners in developing clearer, more accurate speech.
