STRATEGIES FOR CORRECTING FOSSILIZED ERRORS IN THE ORAL FOREIGN LANGUAGE SPEECH OF HIGHER EDUCATION STUDENTS OF PHILOLOGICAL AND NON-PHILOLOGICAL SPECIALITIES

Abstract

In the context of teaching oral foreign language speech to future specialists of philological and non- philological specialities, the issue of error fossilization deserves particular attention. This is due to the fact that the lack of timely error correction or neglect of errors during the learning process may lead to their reinforcement in speech, resulting in the formation of persistent incorrect language patterns. The aim of the article is to explore strategies for correcting fossilized errors in the oral foreign language speech of higher education students of philological and non- philological specialities. The research methodology is based on a combination of theoretical methods (analysis, synthesis, generalization of theoretical concepts and obtained results) and empirical methods (observation and survey of higher education students). Scientific novelty. A survey and comparative analysis of the collected data were conducted. A total of 109 first-year students of philological and non-philological specialities participated in the survey, including 35 future philologists (32.1%) and 74 students of other specialities (67.9%). The purpose of the survey was to examine students’ awareness of types of oral foreign language errors, their ability to identify such errors independently, their attitudes toward error correction by teachers and peers, methods of eliminating fossilized errors, and the development of individual correction strategies. Conclusions. Identifying an individual set of common errors allows for a more personalized approach to address weak areas in oral foreign language speech teaching, helps prevent the reinforcement of frequently repeated errors, and enables the evaluation of progress through observing which recurring mistakes eventually disappear.The teacher plays a key role in guiding students toward the development of their own error-correction strategies and monitoring their positive changes. At the same time, learners’ motivation and awareness of their active role as subjects in the learning process are crucial for reducing the risk of stabilized errors becoming fossilized and for achieving personally meaningful results in foreign language acquisition.