USING LEARNER CORPORA TO HELP STUDENTS IDENTIFY THEIR OWN FOSSILIZED GRAMMATICAL ERRORS

Authors

  • Mohira Boymirzayeva Tashkent International University PhD

Keywords:

Keywords: learner corpus, fossilization, grammatical errors, data-driven learning, interlanguage, corrective feedback, corpus linguistics

Abstract

Abstract. Fossilized grammatical errors remain one of the most persistent challenges in second language acquisition, particularly among advanced learners. Traditional corrective feedback methods often fail to eliminate these errors due to their entrenched nature. This paper explores the pedagogical potential of learner corpora as a tool for helping students identify, analyze, and correct their own fossilized grammatical errors. Drawing on corpus linguistics and interlanguage theory, the study proposes a learner-centered instructional model that integrates data-driven learning (DDL) with reflective grammar correction activities. The article argues that learner corpora enhance noticing, promote autonomy, and support long-term restructuring of interlanguage systems. A practical framework for classroom implementation is proposed, along with pedagogical implications for EFL/ESL writing instruction.

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References

Ellis, R. (2008). The Study of Second Language Acquisition. Oxford University Press.

Granger, S. (2015). The contribution of learner corpora to second language acquisition and foreign language teaching. System, 42, 1–10.

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Larsen-Freeman, D., & Long, M. (2014). An Introduction to Second Language Acquisition Research. Routledge.

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Tribble, C., & Jones, G. (2018). Concordances in the Classroom. John Benjamins.

Yuldasheva, M. (2024). Corpus-based approaches in EFL writing instruction. Applied Linguistics Review, 12(2), 45–60.

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Published

2026-06-09

How to Cite

Mohira Boymirzayeva. (2026). USING LEARNER CORPORA TO HELP STUDENTS IDENTIFY THEIR OWN FOSSILIZED GRAMMATICAL ERRORS. Journal of Applied Science and Social Science, 16(6), 281–284. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/4606

Issue

Vol. 16 No. 6 (2026): Journal of Applied Science and Social Science

Section

Articles

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