Arab ESL Secondary School Students' Spelling Errors

Autor/inn/en	Al-Sobhi, Bandar Mohammad Saeed; Rashid, Sabariah Md; Abdullah, Ain Nadzimah; Darmi, Ramiza
Titel	Arab ESL Secondary School Students' Spelling Errors
Quelle	In: International Journal of Education and Literacy Studies, 5 (2017) 3, S.16-23 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Secondary School Students; Spelling Instruction; Error Analysis (Language); English (Second Language); Standardized Tests; Etiology; Performance Factors; Foreign Countries; Singapore; Malaysia; Iraq; Syria; Saudi Arabia + Suchen Sie Ihr Suchwort? Sekundarschüler; Orthographieunterricht; Rechtschreibunterricht; Error analysis; Language; Fehleranalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Standadised tests; Standardisierter Test; Ätiologie; Leistungsindikator; Ausland; Singapur; Irak; Syrien; Saudi-Arabien
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. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students' types of spelling errors were detected, analysed and then categorised according to Cook's (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students' type of errors. In addition, the study indicated that the main causes of the students' spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students' lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students' spelling accuracy. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01