Corpus-Focused Analysis of Spelling Errors in Saudi Learners' English Translations

Autor/inn/en	Alenazi, Yasir; Chen, Shen; Picard, Michelle; Hunt, Jaime W.
Titel	Corpus-Focused Analysis of Spelling Errors in Saudi Learners' English Translations
Quelle	In: International TESOL Journal, 16 (2021) 7, S.4-25 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2815-0724
Schlagwörter	Computational Linguistics; Translation; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Majors (Students); Language Role; Classification; Writing (Composition); Error Analysis (Language); Spelling; Error Patterns; Punctuation; Teaching Methods; Undergraduate Students; Semitic Languages; Native Language; Saudi Arabia + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Classification system; Klassifikation; Klassifikationssystem; Schreibübung; Error analysis; Language; Fehleranalyse; Schreibweise; Fehlertyp; Interpunktion; Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Hebräisch; Saudi-Arabien
Abstract	The English language plays a significant role in Saudi Arabia at the local and international levels. Spelling errors, as one of the challenging elements in writing confronted by Saudi learners of English, have a negative effect on the quality of their written translation products (Ababneh, 2019). Therefore, more analytical studies are needed to scrutinize spelling errors through multiple categories to reveal the reasons behind these errors in a specific cultural context. The primary objective of this study is to examine the types of spelling errors in the translations of English majors at a Saudi University, using a comprehensive classification system of spelling errors developed particularly for this study. A corpus of 105 translation texts were collected, and the identified errors were sorted into eleven categories. The frequency of each type of error was calculated and, consequently, the most common errors were determined statistically using frequency analysis. The results revealed that capitalization and omission errors were the most common types of spelling errors among the students. Furthermore, interlingual and intralingual factors were the main reason behind the occurrence of spelling errors. Based on the findings, the study makes a number of recommendations for English language instructors to develop suitable pedagogical solutions to the issue of spelling errors in their students' translations. (As Provided).
Anmerkungen	Academics Education International Journals. White Hart Lane, Fortich Lane, Lahug, Cebu 6000, Phillipines. Web site: https://www.academics.education/itj/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01