Fossilization and Frustration: A Case Study of Grammatical Knowledge Decline from KS3 to KS4 inEngland

Abstract

This study examines grammatical fossilization among Anglophone students in England, from Key Stage 3 to Key Stage 4. Drawing on empirical data from four groups of students: Year 7 Spanish, Year 7 French, Year 8 French, and Year 11 French, the research demonstrates a progressive and significant decline in core grammatical skills. The analysis reveals not only a reduction in grammatical awareness but also a form of cognitive stagnation that resembles interlanguage fossilization as defined by Selinker (1972). This process of fixation is intensified by poorly structured grammar instruction, a lack of coherence across language subjects, and insufficient feedback on evidence-based recurrent errors. By mobilizing theories of interlanguage, common underlying proficiency, and the zone of proximal development, the study shows that fossilization is not inevitable. It proposes a set of pedagogical recommendations, including the integration of a shared grammatical metalanguage between English and modern foreign languages, the renewed emphasis on explicit grammar instruction, and the implementation of regular diagnostic assessments. Finally, directions for future research are suggested, including longitudinal studies, analyses of spoken corpora, and experimental contrastive pedagogies. This research aims to contribute to an urgent, evidence-based educational reform that restores grammar to its central role in students’ linguistic development.