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Wang, Min; Geva, Esther

doi:10.1023/a:1023661927929

Cited by 62 publications

(7 citation statements)

References 36 publications

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“…The results from the current study do provide new data to contribute to an unresolved issue in L2 spelling research: whether (L1-specific) errors decrease with increasing L2 proficiency, or whether they persist over continued L2 development. Some previous studies have found that such errors do decrease with increasing L2 proficiency (e.g., Fashola et al, 1996;Wang and Geva, 2003a), whereas others have found that spelling errors persist across grades (e.g., Zutell and Allen, 1988;Allaith and Joshi, 2011). The results from this study indicated a strong relationship between L2 English proficiency and spelling accuracy, measured via both strict accuracy and error rates per item.…”

Section: Discussionsupporting

confidence: 41%

English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems

et al. 2020

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Spelling is a fundamental literacy skill facilitating word recognition and thus higherlevel reading abilities via its support for efficient text processing (Adams, 1990; Joshi et al., 2008; Perfetti and Stafura, 2014). However, relatively little work examines second language (L2) spelling in adults, and even less work examines learners from different first language (L1) writing systems. This is despite the fact that the influence of L1 writing system on L2 literacy skills is well documented (Hudson, 2007; Koda and Zehler, 2008; Grabe, 2009). To address this shortcoming, this study collected data on real word spelling, pseudoword spelling, and phonological awareness (elision) abilities from 70 participants (23 native speakers; 47 ELLs with alphabetic, abjad, and morphosyllabic L1s). Analyses compared performance on real word and pseudoword spelling between L1 English speakers and ELLs, and additionally among the non-nativespeaker L1 groups (categorized into alphabet, abjad, and morphosyllabary groups). Similar comparisons were made across groups for performance on phonological awareness. Further, correlations were calculated between phonological awareness and real word spelling and between phonological awareness and pseudoword spelling, separately for L1 English speakers and the various ESL groups. Spelling accuracy on real words and pseudowords as well as phonological awareness skill differed between native speakers and ESL speakers, and also varied by the ESL speakers' L1 writing system. Theoretically interesting patterns emerged in the spelling data. For example, the morphosyllabic L1 speakers had strong real word spelling (better than the other ESL groups) but greatly decreased pseudoword accuracy (a drop of 59% in accuracy). Although alphabetic L1 speakers had low spelling accuracy in terms of strict scoring, they had lower rates of errors per item, highlighting the importance of scoring approach for shaping the conclusions that are drawn. Error rates also revealed vowels to be more problematic than consonants, particularly in abjad L1 speakers. The results demonstrate that L2 spelling abilities, phonological awareness, and the relationships among them vary by L1 writing system, and that differing approaches to scoring and analysis may lead to varying conclusions.

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Section: Discussionsupporting

confidence: 41%

English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems

et al. 2020

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“…Cross-linguistic studies have shown that bilingual children tend to rely on their LI knowledge and that this reliance decreases over time as children gain L2 knowledge (Wang & Geva, 2003a, 2003b. With increasing knowledge of the impor tance of letter-sound correspondences for reading and spelling in English, young bilingual children may tend to rely on phonological processing skills over a longer period of time than English mono lingual children.…”

Section: Discussionmentioning

confidence: 99%

Importance of phonological and orthographic skills for English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children.

Yeong¹,

Fletcher²,

Bayliss³

2014

Journal of Educational Psychology

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This cross-sectional study examines the importance of English phonological and orthographic processing skills to English word reading and spelling in 3 groups of younger (8 -9 years) and older (11-12 years) children from different language backgrounds: English monolingual, English first language (LI)-Mandarin second language (L2), and Mandarin Ll-English L2. Results showed that performance on tasks of English phonological and orthographic processing was dependent on age and language back ground status. Both English monolingual and English-Ll children had better phonological processing skills compared to the Mandarin-Ll children, while the younger bilingual children had better ortho graphic processing skills compared to the English monolingual children. Separate regression analyses found that different skills contributed to English word reading and spelling for each language background group and within each age group. Orthographic processing was the only significant predictor of word reading and spelling for the English monolingual children. In contrast, phonological processing skills were important for word reading for the bilingual children and for spelling for the younger bilingual children. Though the predictors of word reading remained the same across age groups for all language groups, the predictors of spelling were different between the younger and older bilingual children. These findings support previous research on the influence of bilingual children's early linguistic experience on L2 English literacy acquisition and question whether bilingual children follow similar stages to learning English as English monolinguals. Educational implications for bilingual learners are discussed.

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“…There is a constant need to assess the spelling errors primarily in similar contexts of Saudi ESL learners to know the causes and suggest some solutions to avoid making more spelling errors. Wang and Geva (2003) explored phonological and orthographic elements by looking at the spelling performance of 30 Cantonese Chinese children studying ESL to that of 33 native English-speaking (L1) children based on lexical and visual-orthographic processing. They indicated that the Chinese-speaking learners of ESL depended more on holistic, visual information rather than phonological patterns to extract orthographic patterns in English spelling.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners

Qasem¹

2020

IJEL

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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) mono-syllabic, (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 mono-syllabic 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 fewer errors than the other groups with 8.75%. 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.

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Untitled

Cited by 62 publications

References 36 publications

English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems

English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems

Importance of phonological and orthographic skills for English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children.

Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners

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