Research Proposal on Fossilization
TOPIC : ERROR FOSSILIZATION IN WRITING AMONG FORM 5
STUDENTS IN SECONDARY SCHOOL
1.0 INTRODUCTION
This study will be focusing on errors occur in writing among the form 5 students. It will cover the aspects of grammar and the most prominent errors made by the students. It is not possible that the errors made are some of the fossilized structure of their interlanguage. Since this students have learnt English as their second language since they are in kindergarten, there must be some fossilization occurs in their interlanguage that can obstruct them from fully mastering English as their second language. It is important to know that the errors are actually stabilization or fossilization in which the teacher can do something about it. The prevention planning can be as early as form 1 and therefore a thorough research about the errors made especially in writing will be helpful for the teachers and schools to cater their students with all the needed lesson or skills to learn. Teaching just by following the syllabus is not really helpful as there are different levels of students to be catered in class. Hopefully, this research can give more insight and idea for teachers to plan their teaching in future.
2.0 SUMMMARY OF PREVIOUS RESEARCH
There are not much researches made to investigate about fossilization among second language learner. There are a few of them that focus on the approach of typical errors, advanced-learner, corrective feedback and so on. In 1989, Kellerman studied the linguistic features that give rise to the syntactic accent of Dutch-English interlanguage. The hypothesis of the study was whether the homogenous background of L1 and the errors that not only stay with the members but also with its most advanced members are indicative of fossilization. So the study was focusing on wide range of Dutch respondents that use English as a second language. The findings show that fossilized structure was a function of intersection of multiple tendencies
STUDENTS IN SECONDARY SCHOOL
1.0 INTRODUCTION
This study will be focusing on errors occur in writing among the form 5 students. It will cover the aspects of grammar and the most prominent errors made by the students. It is not possible that the errors made are some of the fossilized structure of their interlanguage. Since this students have learnt English as their second language since they are in kindergarten, there must be some fossilization occurs in their interlanguage that can obstruct them from fully mastering English as their second language. It is important to know that the errors are actually stabilization or fossilization in which the teacher can do something about it. The prevention planning can be as early as form 1 and therefore a thorough research about the errors made especially in writing will be helpful for the teachers and schools to cater their students with all the needed lesson or skills to learn. Teaching just by following the syllabus is not really helpful as there are different levels of students to be catered in class. Hopefully, this research can give more insight and idea for teachers to plan their teaching in future.
2.0 SUMMMARY OF PREVIOUS RESEARCH
There are not much researches made to investigate about fossilization among second language learner. There are a few of them that focus on the approach of typical errors, advanced-learner, corrective feedback and so on. In 1989, Kellerman studied the linguistic features that give rise to the syntactic accent of Dutch-English interlanguage. The hypothesis of the study was whether the homogenous background of L1 and the errors that not only stay with the members but also with its most advanced members are indicative of fossilization. So the study was focusing on wide range of Dutch respondents that use English as a second language. The findings show that fossilized structure was a function of intersection of multiple tendencies
References: 1. Zhao Hong Han, Fossilization in Adult Second Language Acquisition, 2004, Multilingual Matters LTD, Dublin, Ireland. 2. http://repository.cmu.edu/psychology/221/