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Spelling error corpora can be collected from student's written essays, homework, dictations, translations, tests and lecture notes. Spelling errors can be classified into whole word errors, faulty graphemes and faulty phonemes in which graphemes are deleted, added, reversed or substituted. They can be used for identifying phonological and orthograp...
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Context 1
... of phonological problems are: failing to hear or discriminate all or some of the phonemes in the word, failing to hear the correct word sequence, failing to hear the word boundary, failing to discriminate between minimal pairs, failing to discriminate single vowel or consonant phonemes, failing to hear the final syllable or suffix, failing to hear the correct sequence of CV phonemes in a word, vowel phonemes, consonant phonemes or syllables, or failing to recognize flaps and elision (see Table 2). On the other hand, orthographic problems refer to those instances in which the misspelled word sounds like the written target word, but the written form or grapheme used for the misspelled part does not correspond with the target word or target grapheme. ...Similar publications
The present study investigated the acoustic-orthographic interface in the phonology of L2 English by L1 Cypriot-Greek (CG) speakers. Seventy L1 CG undergraduate students completed a written dictation task, which examined how contrastive English vowels and consonants on word-level are perceived by CG and how the use of L2 affects these perceptions b...
Phonological change is a language phenomenon that occurs because language users change the distribution of phonemes in a language. The aims of this study are to explain the phonological processes that occur in English and Indonesian and to explain the differences in phonological forms between English and Indonesian. The method used in this study is...
Citations
... Regrettably, numerous children of school age encounter challenges when it comes to acquiring spelling skills. (Al-Jarf, 2010). Most students who are presently labeled handicapped exhibit spelling problems. ...
Spelling is a revered skill in the modern world which can be significantly impaired by some factors like dyslexia, dysgraphia, and dysorthography. Previous studies in this field have primarily relied on inference from other populations, such as dyslexia, with limited empirical support for individuals specifically affected by dysorthography. Furthermore, within Nigeria, the absence of formal spelling instruction at different educational levels and the lack of comprehensive assessments for school-aged children prior to admission exacerbate the scarcity of empirical knowledge on dysorthography management. This study aimed to assess the impact of a multisensory spelling intervention on pupils with dysorthographia in Ibadan. A quasi-experimental design was employed, utilizing a pre-test-post-test control group design. A purposive sampling technique was used to select a school in Oyo State and 30 pupils with dysorthographia who made up the sample. The sample was assigned to either the experimental or control group. Participants in the experimental groups were exposed to six weeks of spelling intervention using multisensory approach. Data were analysed using analysis of covariance. The findings of the study revealed that There was a significant main effect of multisensory approach on the spelling abilities of pupils as the post-test scores of the experimental group were significantly different from that of the control group. Multisensory approach was effective in enhancing the spelling skills of pupils with dysorthography in Ibadan. The study recommended that multisensory approach should be used in schools to teach pupils with dysorthography.
... It can be seen that 85% of the names in the sample have one spelling; 13.5% have two variant spellings; and 1 name has six variant spellings. The names with the highest occurrences are عمر Omar(26); اسماعيل Ismail(17); عماد Emad(15); سعيد Saeed(15); عمرو (Amr, & عزيز Aziz(11); سعد Saad(10). The name with the highest number of variant spellings in the sample is اسماعيل Esmail/Ismail, Ismaell/Ismael, Esmaiel/Ismaiel, Ismaeel, Ismaeil because ع is preceded by the long vowel [a:] and followed by the long vowel /i:/. ...
A sample of 560 Arab Facebook users consisting of students, faculty, schoolteachers, and other professionals with different proficiency levels in English was selected. The study analyzed how Arabic personal names on Facebook to find out how names with the glottal stop (hamza) [ʔ] and/or voiced pharyngeal fricative [ʕ] in initial, medial and final positions, with different Arabic short and long vowels before and after them are spelled; whether there are variations in their spelling; causes of spelling variations, and the spelling strategies used. Results showed that 63% of the names have an initial hamza; 10% have a medial hamza; 24% have a final hamza. 65% have one variant and 29% have two variants. Names with the highest occurrences are Eman (26); Ibrahim (18); Alaa & Ismail (17) each; and Asma (16). In some names there is a cluster of 2-3 vowels (Waeel, Ismaiel, Ismaeel, Ismaeil, Doaa Duaa). The voiced pharyngeal fricative [ʕ] in all names was substituted by a vowel as this phoneme/grapheme does not exist in English. Thus both [ʔ] and [ʕ] are represented by vowels and pronounced the same in English. 64.5% have an initial [ʕ], 30% have a medial [ʕ] and 5% have a final [ʕ]. 85% of the names with [ʕ] have one variant and 13.5% have two variants. اسماعيل has the highest number of variants (Esmail/Ismail, Ismael, Esmaiel/Ismaeil, Ismaeel) because [ʕ] ع is preceded and followed by long vowels. Some names with final [ʔ] and [ʕ] and followed by a long vowel were spelled with a single -a or double -aa. In Asma, Wafa, Haifa and Sana, [ʕ] was deleted because the spelling matches how the name is pronounced in the local dialect. In Abduh, Amro Enayah Waed, transferred the Arabic spelling system was transferred to English. [ʕ] was deleted is some names (Menem, Yakoub, Gomma) and the vowel was retained to facilitate pronunciation. An apostrophe was added in Ro’aa, Asma’a to split the vowel cluster. The study gives recommendations to help EFL students spell names with phonemes/graphemes that do not exist in English accurately and to help English speakers pronounce the English version correctly.
... Most of these studies have highlighted that the root cause of spelling errors by EFL or ESL learners is irregularities in the English writing system (Al-Hassan, 2011;Al-Jarf, 2010;Gunian, 2012;Fagerberg, 2006;Jayousi, 2011). In addition, the difficulty of English spelling is attributed to the lack of correspondence between sound and spelling or phoneme and grapheme of the language (Altmann and Fengxiang 2008;Henderson, 1981;Perfetti et al., 1997). ...
... It was found that 59% of the Arabic names have 2 variant transliterations in English; 26% have 3 variant transliterations; 8 % have 4 variant transliterations and 7% have 5, 6, & 7 variant transliterations, in addition to 1 name that has 35 variant transliterations in English. Variant transliterations ranged between 2 and 154, with a Median of 5, and mean of 10. 19% of the variants have 2 occurrences; 17% have 3 occurrences; 17% have 4 occurrences; 9% have 5 occurrences; 7% have 6 occurrences; and 28% have7,8,9,10,11,12,13,14,16,19,20 occurrences. Names with the highest number of variant transliterations are الجرف (35), محمد (7); ,محمود ,يوسف ,شريف (6); شيماء نورة نور (5). ...
This study aimed to explore variant transliterations of the same Arabic names in English by Arabic native speakers on Facebook; to find the distribution of English variant transliteration of Arabic names; the types of variant transliterations produced by Arabic speakers; the strategies they utilize in transliterating their names to English; and the sources of the variations in the English transliteration of the same Arabic name. A sample of 112 names with a total of 332 variant transliterations and 1139 occurrences (repeats) was collected from the author's friends on Facebook. It was found that 59% of the Arabic names have 2 variant transliterations in English and 26% have 3 variants transliterations. Names with the highest number of variant transliterations are الجرف (35), محمد (7); محمود, ,يوسف ,شريف (6); شيماء نورة نور (5). Variants with the highest occurrences are الجرف (154), محمد (153); احمد (90); Ali (67); محمود (53); هناء & .)91(السيد In 97% of the names in the sample, the variants differ in how the vowels/diphthong are represented in the English transliteration because Arabic and English differ in the number of vowels, vowel quality and vowel articulation. Arabic has 3 long vowels, 3 short vowels and 2 diphthongs, whereas English has 12 vowels and 8 diphthongs. In transliterating their names, Arabic consonant sounds for which two English graphemes exist were spelled differently. There are variations in transliterating Arabic surnames with the Arabic definite article /al/. In 18% of the names in the sample, the subjects transferred the Arabic spelling to the English transliteration of their names. The short vowel was not represented in the English transliteration. In 15%, the subjects transliterated their names the way they pronounce them in their local dialect (El-Garf in Egypt; Aljerf in Syria and Aljuruf in Palestine), not as the name is pronounced in Standard Arabic. In 17%, the subjects with a background in French transferred the French phoneme-grapheme representations of vowels and consonants to the English transliteration (Hicham, Aouatef). The study gives some recommendations for the correct transliteration of Arabic names to English. | KEYWORDS
... Knowing the predictive power of spelling, several studies have been conducted in English and other languages on spelling error analysis to find out the kind of errors students make in spelling and to understand how learners can be efficiently helped to become skillful spellers (Daffern & Fleet, n.d.;Wedge, 2021;Fitria, 2020;Conrad et al., 2019;Daffern, 2018;Daffern, 2017;Kusuran, 2016;Al-Jarf, 2010). However, when it comes to the Ghanaian languages, especially Mfantsean area where spelling errors have become a concern for teachers and examiners, it appears very little or no study has been done. ...
Spelling errors in students’ writing have become a burden for teachers and examiners of the Ghanaian languages. Every year, Chief Examiners of the Ghanaian languages lament bitterly in their reports about the inaccuracies students make with regard to spelling in their examinations without clearly indicating the kind of errors they make. As a result, this study investigated the frequency and types of spelling errors students of Ghanaian languages at the Foso College of Education make in their essays. Forty-five students took part in the study that utilized a descriptive qualitative approach. The data came from students’ mid-semester examinations. The findings revealed that students’ most prevalent spelling errors included sound-based substitution, writing rule-based, omission, addition, transposition, and multiple errors. Teachers are encouraged to give ample time or pay more attention to phonology and the writing rules of the language when teaching spelling because they were the most frequent errors found.
... It is expected that with little spelling the confidence and writing skills less and less clearly than entrusted spellers. Despite its importance, spelling in English presents a considerable challenge for most students of a second language (Al-Jarf, 2010;Bowen, 2011). ...
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.
Keywords: spelling, error, English grammar, factors, Primary School, public school.
... Khuwaileh & Shoumali (2000) state that most of the spelling errors made by the students because of their mispronunciation, lack of awareness, and regular spelling patterns, especially in English. Therefore, in mastering English writing and spelling system, it is needed an association between English phonemes and written graphemes which should be applied in writing (Al-Jarf, 2010). ...
This research has objective to find out the kind of spelling errors written by the students and to determine the most dominant kind of spelling error written by the students of STIE AAS Surakarta in the academic year 2017/2018. This study used a descriptive qualitative approach. In this study, researchers revealed conclusions by collecting data. The object of the research were taken from 24 students of STIE AAS Surakarta, especially in the 2017/2018 academic year. In collecting data, the researcher used the documentation method. In analyzing errors, the steps were the identification of errors, classification of errors, description of errors, explaining errors, and tabulation of data. The data were tabulated to determine the frequency of errors found in the students’ writing composition. From the results of the study, it was found that there are some errors found in the results of student essays in the aspect of spelling as 50 data which consist of some errors such as in omission as 20 data or 40 %, in substitution as 14 data or 28 %, in insertion/addition as 10 data or 20 % and transposition as 6 data or 12 %. While the most dominant spelling error occurs in the aspect of omission as 20 data or 40 %.
... ;Al-Jarf, 2010;Emery, 2005;Al-Khresheh, 2011;Mourssi, 2013;Al-Shujairi & Tan, 2017;Al-Sobhi, Rashid, Abdullah, & Darmi, 2017;Al-Shahrani; Altamimi & AbRashid, 2019). Interestingly alsoFigure 2. Shows that participants made less spelling errors in the onset position with 8.75% and the data showed that the nucleus position of the vowels is more problematic for the SL learners where they made more spelling errors with 54.85%. ...
Making spelling errors is one of the common issues faced by learners in any language as Second Language (SL) at the early stage of learning. This study investigated the spelling errors in the writings of undergraduate B.A. English students, University of Bisha, Al-Namas, Saudi Arabia. The study explored the spelling errors' phenomenon with relation to the phonological syllable structure of words where the spelling errors were classified into three categories of words, (1) monosyllabic , (2) di-syllabic, and (3) tri-syllabic and complex syllabic words. The researcher analyzed the spelling errors with relation to the sounds/phonemes positions in each syllable, (a) onset position, (b) nucleus position, and (c) coda position spelling errors. The results showed that Arabic-speaking learners made more spelling errors in tri-syllabic and complex syllabic words compared to the spelling errors in monosyllabic words. The results explored that learners made more spelling errors in the nucleus position with 54.85% and fewer errors in the coda position 36.40%. Interestingly learners made a small number of errors than the other groups with 8.75% in the onset position. This suggested that English vowels, being in the nucleus position, are a more problematic position for Arab learners than consonants. The omission and the substitution spelling errors were more frequent and high compared to other categories. The study explored that the spelling errors are attributed to the different orthographical and morpho-phonological systems of L1 and L2 including the letter-to-sound correspondence and sound-to-letter correspondence, homophones, silent letters. The study concluded with some solutions to help learners avoid the spelling errors such as the importance of the phonological awareness of ESL.
... The second is that Arabic has pronunciation-based spelling while English does not. Al-Jarf (2010) clarifies that Arabic has "a one to one correspondence between phonemes (spoken sounds) and graphemes (written symbols)" (p.13), thus, Arabic has no double letters, very few silent letters and no consonant and vowel diagraph. As a result, Arab learner make pronunciation-based spelling errors such as the omission of the silent letter "K" in the word knife, nife. ...
The aim of this article is to provide an overview of common writing errors among Arab learners of English as a second language by analyzing the findings of 15 studies. The negative influence of the first language (L1) is called interference and was first introduced by Lado (1957). This article focused on studies that have examined the negative influence of Arabic on the English writing of Arab learners. It has excluded studies that dealt with common errors resulting from different sources such as, intra-lingual errors (i.e. resulting from L2). The findings of the reviewed studies were analyzed based on James’s (2013) error taxonomy. Accordingly, three types of errors were identified, namely, substance errors, textual errors, and discourse errors. The analysis suggested that Arabic has influenced learners’ English writings at multiple levels.
... The findings of the present study are consistent with the findings of other prior studies in the EA literature, such as Ahmed, (1981) ;Dawood, (1984); AbiSamra, (2003);Abdullah, (2004); Darus and Subramaniam, (2009);and Al-Jarf, (2010). ...
Iraqi EFL Advanced Learners’ Common Writing Errors
المستخلص
تهدف الدراسة الحاليــة إلى معرفة الأنواع الشائعة من الأخطاء في كتابة المقالة التي يرتكبها طلاب السنة الثالثة في قسم اللغة الإنجليزية، كلية التربية، جامعة الموصل، للعام الدراسي 2010-2011 بإتباع أسلوب تحليل الخطأ. ولهذا فإن الهدف الرئيس من هذه الدراسة هو كشف وتحديد ووصف وتصنيف وشرح الأخطاء الأكثر شيوعا التي يرتكبها متعلمي اللغة الانكليزية بوصفها لغة أجنبية في كتابة المقالة. ولتحقيق هدف الدراسة، اشترك 88 طالبا، وطلب منهم أن يكتبوا مقالة جدلية من ثلاثة مواضيع مختارة من الكتاب المنهجي كامتحان فصلي. تم تحليل مقالات الطلاب كافة من أجل التحقق من المشاكل اللغوية المحتملة في كتاباتهم. وتم تبني أنموذج غاس و سلنكير (2008). بعد تحليل مقالات الطلاب و حساب تكرارات الأخطاء كنسب مئوية، تبين إن معظم الطلاب ارتكبوا عدة أخطاء في كتابة ألمقالة ومعظم أخطائهم هي أخطاء سببها اللغة المستهدفة (أخطاء تطوريـــــة) نجمت عن عدم استيعاب قواعد اللغة الانكليزية. الأخطاء التطورية (بسبب اللغة الأجنبية) هي السبب الرئيس لإخفاق الطلاب في كتابة المقالة. وفي ضوء نتائج البحث قدمت بعض الاستنتاجات و التوصيات في هذا المجـال.
Abstract
The present study aims at finding out the common types of errors in essay writing committed by the third-year students enrolled in the Department of English, College of Education, University of Mosul, for the academic year 2010-2011 by following the Error Analysis Method. Thus, its main purpose is to detect, identify, describe, classify and explain the commonest errors which foreign learners of English commit in writing. For this purpose, 88 students participated in the study. They were asked to write an argumentative essay out of three topics chosen from their textbook as an examination. All of the students’ essays were analysed in order to investigate possible linguistic problems in their writing. To proceed, Gass and Selinker’s Model (2008) was adopted. After analysing the students’ essays and calculating the frequency of errors as percentage, it was found that most of the students committed errors in essay writing and most of the students’ errors were attributable to intralingual errors that had resulted from not internalizing the rules of the target language. Intralingual or developmental errors were the chief cause of the students’ breakdowns in writing. In view of the findings obtained, some concluding remarks and a number of pedagogical implications have been put forward.
