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

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.