Fossilised mistakes: how to recognise and overcome them

There are mistakes students make once and never repeat. And then there are those that keep coming back, like a boomerang. 

You’ve corrected them dozens of times, tried every possible explanation, but a month later the student says “He go to school every day again”. And this isn’t just forgetfulness.

Such mistakes don’t simply disappear. They become so deeply ingrained that they feel like a natural part of speech, even when the student knows the correct version. 

But why does this happen? Why are some mistakes easy to correct, while others persist for years? And, most importantly, what can be done about it? Let’s find out.

‘I am agree.’ — How many times have you heard this from your students? And how many times have you corrected them? And they still keep saying the same thing. 

This is a fossilised mistake — one that is not easy to correct even for an experienced teacher.

Linguists associate this phenomenon with the brain 'automating' incorrect structures, perceiving them as the norm. 

This is especially true for errors that frequently occur in a student's speech, remain uncorrected for a long time, or stem from interference with their native language.

In such cases, simply explaining the rule or providing a one-time correction does not lead to a lasting effect.

Another feature of these mistakes is automation. Often, the learner is not even aware that they are saying something incorrectly and may use the incorrect structure naturally, as if it were the correct form. 

Even when they know the right version, they unconsciously revert to the familiar but incorrect form during spontaneous speech.

The difficulty with such errors also lies in the fact that learners do not notice them on their own and cannot correct them without external assistance. 

Even if asked to carefully reread their own text or listen more attentively to their speech, there is a high chance they will not identify any mistakes.

It is of great importance to understand that such mistakes can happen regardless of the level of language proficiency.

This is because they are formed during the early stages of learning and remain in the subconscious, even when the overall level of knowledge increases significantly. 

They can write texts in English, but systematically make the same mistakes.

Eliminating fossilised mistakes is a challenging but achievable process.

Here are some effective strategies to help your students overcome persistent language errors.

Identifying and analysing mistakes

At the initial stage, it is crucial to thoroughly examine students’ spoken and written work to identify recurring mistakes. 

Focus on systematic errors while ignoring occasional ones to create a targeted correction plan.

Explaining the nature of the mistake

After identifying mistakes, it is essential to explain to the student why something is incorrect and provide the correct version.

Working on mistakes through context change

If a student repeatedly makes the same mistake, it is helpful to expose them to it in different contexts. 

For example, they can be given exercises where they need to correct similar mistakes in texts written by other students or in specially prepared materials. 

The more frequently a student encounters the correct form in various situations, the more natural it becomes for them.

Making language patterns personally relevant

To help students memorise correct forms more effectively, it is useful to relate them to topics that interest them. 

For instance, if a student enjoys sports, they could be asked to write a text about their favourite team using the correct language structures. 

If they are passionate about travel, they could describe their ideal trip while applying the structures they previously struggled with.

Developing new language habits through repetition and variation

To replace incorrect forms, students need to use the correct ones multiple times. 

This could involve short speaking exercises, role-plays, or even rephrasing tasks, where the student has to find an alternative way to express an idea without making mistakes.

Enhancing speech awareness

Students often fail to notice their own mistakes, so it is important to teach them to listen to themselves carefully.

For example, students can be asked to record a short monologue or an answer to a question and then try to identify any mistakes in their speech. 

To make the process more effective, they should compare their pronunciation, grammar, and intonation with authentic materials from native speakers.

Correcting without stress

To prevent students from perceiving correction as criticism, it is important to create a positive atmosphere in the classroom. 

For example, you can use the ‘delayed correction’ technique: do not interrupt the student during the conversation, and after the end of the lesson, give them the opportunity to find the mistakes on their own. 

If the student has not noticed them, you can gently suggest or give a hint.

Involving peers in error correction

Students sometimes respond better to corrections from their peers than from their teacher. 

Pair or group activities where students analyse each other's speech can make the correction process feel less formal and more natural. 

Additionally, this approach fosters mutual learning and strengthens team spirit.

Consistent reinforcement and feedback

Provide students with regular feedback on their progress. 

Highlight their achievements as well as areas that need further attention to ensure continuous improvement.

Fossilised errors can be a significant obstacle to achieving fluency. 

To help students overcome these ingrained mistakes, it is important not only to correct them but also to work on developing new language habits. 

We hope the strategies discussed will support you in the classroom.