Interlanguage fossilisation among Sri Lankan ESL learners: A comparative study of fossilised errors across two school contexts

Abstract

Interlanguage fossilisation, a phenomenon in which second language learners develop persistent, erroneous forms resistant to correction, presents a significant obstacle in ESL acquisition, particularly in low-resource educational settings. Drawing from Selinker’s (1972) interlanguage theory and L1 transfer frameworks, this study investigates fossilised grammatical structures among Sinhala-medium Grade 10 students in two school contexts in Ratnapura district, including a Type 1AB national school and a Type 2 provincial school. The research was motivated by observable discrepancies in the writing proficiency of students preparing to sit for the Ordinary Level exam in the following year, despite having received almost 11-12 years of English instruction. The study aimed to identify and compare frequently recurring errors that may indicate tendencies toward fossilisation in student writing, and to explore the contextual factors that contribute to their persistence. A qualitative approach was employed, consisting of 50 student-written essays complemented by semi-structured interviews with 12 randomly selected students from both schools and 4 English teachers. Although fossilisation is typically established through longitudinal observation, this study adopted a cross-sectional design, treating recurrent error patterns across multiple learners, corroborated by teacher interviews, as indicative of fossilisation. Data were analysed through error analysis and thematic analysis. The findings revealed that frequent fossilised errors in verb tenses, article usage, and prepositions were more prominent in the Type 2 school. Factors contributing to fossilisation included L1 interference, limited corrective feedback, lack of resource teachers during the early stage of TL acquisition, and exam-oriented instruction. Conversely, the Type 1AB school showed fewer fossilised forms, attributed to greater exposure to the TL both within the school environment and at home, enhanced access to educational resources, adequate availability of resource teachers, and a feedback-oriented pedagogical approach, despite the challenges posed by large class sizes. Hence, this study implies the urgent need for differentiated pedagogical strategies, particularly in under-resourced schools. Theoretically, this study extends Selinker’s framework by situating fossilisation within the unique sociocultural and institutional context in Sri Lanka. Methodologically, it highlights the value of cross-sectional evidence, supported by teacher perspectives, in offering preliminary insights into fossilised error patterns. Recommendations include teacher training on feedback strategies, increased exposure to authentic English input, and classroombased interventions promoting communicative competence.