Spelling Errors among Arab English Speakers

Aloglah, Thara Mahmoud Ali

doi:10.17507/jltr.0904.10

Cited by 6 publications

(4 citation statements)

References 21 publications

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“…However, when Anmar was correcting consonant cluster mistakes, he was not able to provide the name of these mistakes, nor was he able to explain how these errors because the acquisition of pronunciation occurs incidentally. Also, Arab learners experience pronunciation challenges due to unawareness of spelling mistakes (Aloglah, 2018). Al-Saidat (2010) advises that practice and experience are critical for these learners to overcome the challenge.…”

Section: Acquisition Of Problematic Soundsmentioning

confidence: 99%

Impact of Watching Cartoons on Pronunciation of a Child in an EFL Setting: A Comparative Study with Problematic Sounds of EFL Learners

Alghonaim¹

2020

AWEJ

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The purpose of this study is to describe a longitudinal case study of pronunciation acquisition for an Arabic child who watched English TV cartoons in an English as a foreign language (EFL) setting, basically in Buraidah, Saudi Arabia. The child, whose name is Anmar, was raised in a typical Arabic environment where Arabic was the only means of communication he experienced. He watched selected English TV cartoons since he was three years old and until he was ten years old. This research study focused on Anamr's acquisition of pronunciation, although the chances to use the language were very limited due to his EFL environment. Additionally, the study aims at comparing Anmar's pronunciation of problematic sounds to Arab learners of English, as stated in previous studies. The research adopted a longitudinal research methodology aiming to find if watching English TV cartoons without even minimum use of language could impact the child's pronunciation compared to his counterparts of Arab learners of English. Therefore, this research utilized some methods, including rating some audio and video recordings of conversations with his father and storytelling. Two native speakers of English rated his performance. A mispronunciation recognition test was carried out to evaluate Anmar's recognition of mispronunciation. The study found out that Anmar's pronunciation was native-like. He far outperformed the Arab learners of English concerning the problematic sounds to Arab learners. He easily differentiates between, for instance, minimal pairs, diphthongs, consonant clusters, vowels, and intonation. The study concluded that children might acquire English pronunciation by watching TV cartoons to be able to overcome the pronunciation problems that many Arab speakers experience. Additionally, English learners in elementary schools may watch such programs to train them to listen to authentic language in media.

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Section: Acquisition Of Problematic Soundsmentioning

confidence: 99%

Impact of Watching Cartoons on Pronunciation of a Child in an EFL Setting: A Comparative Study with Problematic Sounds of EFL Learners

Alghonaim¹

2020

AWEJ

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“…There is to a great extent, close and consistent agreement regarding the causes of spelling errors in the existing literature of Error Analysis, this can be observed from the studies present on Arabic speaking learners Of ESL writing corpus or from the samples of other languages speakers. Some studies have focused mainly on the causes and remedies and solutions of spelling errors in the data of Arabic-speaking learners of ESL as in (Peters, 1985;Azzam, 1990;Cook, 1997;Hammond, 2004;Bahloul, 2007;Tavosanis, 2007;Kohnen, Nickels, & Castles, 2009;Field, 2009;Allaith & Joshi, 2011;Al-Jayousi, 2011;Stirling, 2011;Bancha 2013;Mahmoud, 2013;Al-Breiki, 2014;Al-Bereiki & Al-Mekhlafi, 2016;Althobaiti & Elyas, 2019). Based on the data analysis and the informal interviews in this study with the teachers of Arabic-speaking learners of ESL, the researcher here focuses on five main factors causing spelling.…”

Section: Causes and Solutions To Avoid Spelling Errorsmentioning

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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“…The weakest aspects of a foreign English speaker are found generally in deciphering and using idioms, collocations, phrasal verbs: the nuances of language (Aloglah, 2018), and while this may be true, the ability to communicate effectively rather than with precision is more important in a business sphere (Kurniawati & Rizki, 2018). However, in order to accomplish that, education standards must be reached and maintained, and in order for that to happen effectively, teachers need to be motivated and satisfied with their own positions and promise of fulfilment in their profession.…”

Section: Significancementioning

confidence: 99%

The Impact of Student and Peer Behaviour On EFL Teachers' Motivation and Job Satisfaction in a Saudi Arabian Context

2022

TESOL Communications

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This article investigates the effect that students and peers, their behaviours, and the way classes are practically and physically taught affect teachers' motivation and job satisfaction in a Saudi Arabian context. A lack of trained teachers, unawareness of the cultural differences between their home country and that of Saudi Arabia, and the lack of training and induction in their working life, means it may be difficult to integrate into the workplace and, indeed, society. This has a knock on effect on their personal and professional lives, and added to the somewhat perplexing attitudes of some students and peer teachers, who for reasons including non-compliance, unwillingness and demotivation among students, as well as peer teachers who were perceived as poor, untrained and uncooperative, can make time at work within the Kingdom difficult, unrewarding and lonely. This results in many teachers feeling unappreciated, demotivated and demoralised, and they have little satisfaction in the job they are doing.

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Spelling Errors among Arab English Speakers

Cited by 6 publications

References 21 publications

Impact of Watching Cartoons on Pronunciation of a Child in an EFL Setting: A Comparative Study with Problematic Sounds of EFL Learners

Impact of Watching Cartoons on Pronunciation of a Child in an EFL Setting: A Comparative Study with Problematic Sounds of EFL Learners

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

The Impact of Student and Peer Behaviour On EFL Teachers' Motivation and Job Satisfaction in a Saudi Arabian Context

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