A Corpus-Based Study on the Misspellings of Spanish Heritage Learners and Their Implications for Teaching

Autor/in	Beaudrie, Sara M.
Titel	A Corpus-Based Study on the Misspellings of Spanish Heritage Learners and Their Implications for Teaching
Quelle	In: Linguistics and Education: An International Research Journal, 23 (2012) 1, S.135-144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2011.09.001
Schlagwörter	Spelling; Phonemics; Interference (Language); Spanish; Computational Linguistics; Qualitative Research; Writing (Composition); Language Fluency; Heritage Education; Native Speakers; Classification; College Students; Second Language Instruction; Native Language Instruction; Teaching Methods; Phoneme Grapheme Correspondence; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Schreibweise; Fonemsystem; Spanisch; Linguistics; Computerlinguistik; Qualitative Forschung; Schreibübung; Language skill; Language skills; Sprachkompetenz; Muttersprachler; Classification system; Klassifikation; Klassifikationssystem; Collegestudent; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	This article provides a comprehensive quantitative analysis of misspellings in the writing of fluent Spanish heritage language (SHL) learners enrolled in a university-level Spanish course. The corpus consisted of a total of 21,322 words and 2492 misspellings, which were divided into four main categories and several subcategories. This paper details the misspelling patterns found in the data and argues that they should guide a pedagogical intervention designed specifically for these learners. These students demonstrated a good command of one-to-one grapho-phonemic relationships in Spanish, but also a need to develop knowledge of inconsistent grapho-phonemic relationships and written accent marks. For both consonants and vowels, interference from English spelling also occurred. This study, as the first of its kind, aims to begin filling the gap in the literature on spelling research in the SHL context in particular and to contribute to our understanding of spelling development in general. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10