A Case Study on the Use of Speling as a Determining Factor in Teaching English Grammar in Dominican Schools

Autor/inn/en	Tavarez Da Costa, Pedro; Reyes Arias, Fransheska
Titel	A Case Study on the Use of Speling as a Determining Factor in Teaching English Grammar in Dominican Schools
Quelle	(2021), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Spelling; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Elementary School Students; Grade 6; Grammar; Pretests Posttests; Observation; Difficulty Level; Learning Problems; Classification; Error Patterns; Foreign Countries; Dominican Republic + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schreibweise; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Grammatik; Beobachtung; Schwierigkeitsgrad; Lernproblem; Classification system; Klassifikation; Klassifikationssystem; Fehlertyp; Ausland; Dominikanische Republik
Abstract	English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. This monograph presents the report of an investigation on the use of spelling, which includes the determining factor of grammar in the teaching of English, in it we will develop a program for observing students and teachers as an initial assessment, (pretest) and the design of the development of said observation as a final evaluation (posttest). This observation was made with the total of 28 students of the sixth grade of Primary School Nuestra Señora de Guadalupe, of which we only choose 6 which are the ones that are going through presented spelling difficulties according to the results obtained in the initial evaluation. Based on some activities proposed by the research team, activities related to the acquisition of the strategy to solve these difficulties in spelling were carried out. The students' types of spelling errors were detected, analyzed and then categorized according to Cook's (1999) classification of errors namely substitution, omission, insertion and transposition. The result of the observation was satisfactory since the objectives were met. And the results obtained at the end, compared to the initial results, show us a great advance in the development of the use of spelling as a determining factor in the teaching of English grammar. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01