Exploring the Reasons for the Fossilization of Phonological Errors: A case study of the substitution of/o/for/ɔ/by English as Second Language Learners in Sri Lanka

Kaushika Premarathne

doi:10.7575/aiac.alls.v.9n.4p.105

Abstract

Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper guidance. In Sri Lanka, since there has been no general agreement on pronunciation teaching, it is being considered merely a supplementary task which is often overlooked. As a result of this, certain phonological features have got fossilized in the code repertoire of English as second language learners in Sri Lanka. Past studies on phonology in Sri Lanka bear evidence that phonological deviations can lead to a class distinction in Sri Lankan society which can even have an adverse outcome at a job interview or any social gathering (Parakrama, 1995; Gunesekera, 2005). The aim of this study is to record literature on pronunciation teaching in Sri Lanka and to investigate reasons for fossilization of phonological features. A questionnaire was administered among 25 high proficiency learners who have been pursuing higher studies in English medium to find out reasons for English as Second Language learners in Sri Lanka to substitute the mid back vowel/o/for the low back vowel/ɔ/. According to literature, L1 dominance on L2 attributes for learners to deviate from the codified norms of the Standard Sri Lankan English (SSLE). In line with the Noticing Hypothesis, the Output Hypothesis, and the Interactional model, the findings showcase that the lack of sufficient guidance and the lack of awareness on the part of facilitators and learners respectively are the most salient factors that prevent the formation of new phonological categories which do not exist in the L1. It is recommended for facilitators to make learners aware of their phonological errors to avoid fossilization of erroneous forms.

Highlights

Lanka bear evidence that phonological deviations can lead to a class distinction in Sri Lankan society
The section below presents and analyze the data gathered from the questionnaire that was administered investigate the exposure and the experiences pertaining to pronunciation learning of the participants
It can be stated the lack of opportunities to communicate in English may have contrib‐uted to the unintelligible vowel production contrary to ample listening opportunities

Summary

INTRODUCTION

“ accent becomes a litmus test for exclusion, an excuse to turn away, to refuse to recognize the other.” (Lippi –Green, 1997). The above statement form Lippi Green (1997) justifies the prominent role played by pronunciation and it clearly depicts that fossilized pronunciation features have become a stigma‐ tized marker through which a person’s social, professional and educational identity can be determined. This study is designed to explore the reasons for fossilization phonological features in the code repertoire of English as Second learners in Sri Lanka and to urge Second Language facilitators in Sri Lanka on the priority that should be placed on pronunciation teaching as errors in pronunciation can adversely affect social, professional and educational identity of Sri Lankan learners

Objective

METHODOLOGY

DATA ANALYSIS AND RESULTS

DISCUSSION AND CONCLUSION