SECONDLANGUAGELEARNERS’PERCEPTIONSABOUT FOSSILISATIONERRORS: A CASE STUDY OF UNIVERSITY OF SIALKOT

Abstract

The aim of this study is to investigate about the awareness of undergraduate ESL learners at the University of Sialkot.This research paper will not only explore the types of fossilisation errors but also second language (L2) learners’ perceptionsabout fossilisation errors in their English language usein daily life during learning. Grounded in Selinker’s(1972) Interlanguage Theory,thisresearch employs a mixed method design combining structured questionnaires and semi structured interviews to explore learners’awareness, beliefs and attitudes toward persistent errors in grammar, pronunciation and vocabulary. Quantitative findings reveal that most participants recognise repeated and long termerrors with first language interference, lack of practice and limited corrective feedback identified as key contributing factors. Thematic analysis of qualitative interviews further highlights the roles of reduced teacher feedback, insufficient communicative practice and low learner confidence in the stabilization of erroneous forms. Overall,the study demonstrates that fossilisation is a multidimensional issue involving linguistic, instructional and affective variables. The results provide insight for ESL educators and curriculum designers seeking to enhance corrective strategies and teachingpractices in similar educational contexts.