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It examines gaps created by limited research and lack of shared guidance, which cause facilitators to either disregard or overcorrect pronunciation. Using findings aligned with Noticing Hypothesis, Output Hypothesis, and an interactional model, the research links fossilization to insufficient guidance and low awareness among both facilitators and learners.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| 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\u003Cbr>Kaushika Premarathne*\u003Cbr>Department of Linguistics, University of Kelaniya, Dalugama, Kelaniya, Sri Lanka, Division of Interdisciplinary Studies, Institute of Technology, University of Moratuwa, Diyagama, Sri Lanka\u003Cbr>Corresponding Author: Kaushika Premarathne, E‑[mail: kaushprem@gmail.com](mail: kaushprem@gmail.com) |  |  |\n| --- | --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: March 27, 2018\u003Cbr>Accepted: June 25, 2018\u003Cbr>Published: August 31, 2018\u003Cbr>Volume: 9 Issue: 4\u003Cbr>Advance access: July 2018 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words: |  | ABSTRACT\u003Cbr>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 |\n| English as Second Language Learner In mid back vowel/o/for the low back vowel/ɔ/ . According to literature, L1 dominance on L2 attributes |  |  |\n| Sri Lanka, Phonological Error, Fossilization, Low Back Vowel, Mid Back Vowel | for learners to deviate from the codified norms ofthe 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 facilitatorsand 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. |  |\n\nINTRODUCTION  \n“Thus accent becomes a litmus test for exclusion, an excuse to turn away, to refuse to recognize the other.”(Lippi –Green, 1997)  \nThe 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. Therefore, 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.  \nAim  \nThis study is an attempt to explore the underlying reasons for the fossilization of phonological sounds which do not exist in the first language (L1) .  \nObjective  \nThe objective of the study i","cbCaivPqXSI23Kov","https://ap.wps.com/l/cbCaivPqXSI23Kov","pdf",477463,"English","# Introduction\n## Aim\n## Objective\n## Research Background\n# Abstract and Study Findings","[{\"question\":\"What phonological errors does the study focus on in Sri Lankan ESL learners?\",\"answer\":\"The study centers on how learners substitute the mid back vowel /o/ for the low back vowel /ɔ/ in English.\"},{\"question\":\"Why does fossilization of pronunciation errors occur according to the study’s findings?\",\"answer\":\"It attributes fossilization mainly to a lack of sufficient guidance from facilitators and a lack of awareness among learners, preventing formation of new phonological categories.\"},{\"question\":\"How does the study relate its explanation to established language learning hypotheses?\",\"answer\":\"It frames the results in line with the Noticing Hypothesis, the Output Hypothesis, and an interactional model to explain why new phonological categories are not formed.\"}]","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 | PDF",1792068151,15]