Spelling performance of English consonants among students whose first language is Arabic

Allaith, Zainab A.; Joshi, R. Malatesha

doi:10.1007/s11145-010-9294-3

Cited by 37 publications

(32 citation statements)

References 39 publications

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“…Al-Harrasi (2012) refers to a concern in the matter of categorisation, because these categories do not account for why a student may have more than one kind of spelling mistake in a single word (e.g.,*discribtion = depiction) or why two students may make different sorts of blunder spelling the same word, (e.g., *permition, *permision, *permmission = authorization), so the categorisation of errors may be of limited help in the understanding of spelling errors. Allaith and Joshi's (2011) analysis suggested that Arabic students make mistakes using phonemes that doesn't exist in their own language; for instance, (/p/and/v/) so they substitute similar ones that do exist in Arabic for example, (/b/→/‫/ب‬and/f/→/‫. )/ف‬ They also examined students' ability to distinguish between/b/and/p/and between/f/and/v/.…”

Section: Ambiguous Errorsmentioning

confidence: 99%

Spelling Problems and Causes among Saudi English Language Undergraduates

Altamimi¹,

Rashid²

2019

Preprint

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Arab students who learn English as a foreign language, especially Saudi students, face different challenges during the process of learning of the four English language skills, especially writing and its component (spelling). This paper aims to investigate the preceded causes of students’ spelling errors. The main research question sought to be answered is: What are the causes of spelling errors made by the Saudi university students? The research participants were 15 students in the English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that there are different causes of students’ spelling errors such as the education system and university syllabus, students’ learning attitude, and the interference between English and Arabic language. This paper concludes that the spelling errors which Saudi university students commit were caused by the negative impacts of their education system and syllabus, where the syllabus ignores the importance of spelling rules and techniques, and the interference between English and Arabic language when the learners refer to their mother tongue while writing in the English language. It is hoped that the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English. This paper calls for a reform in the English language teaching in Saudi education system so that spelling is given the required emphasis as it is the foundation of English proficiency.

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Section: Ambiguous Errorsmentioning

confidence: 99%

Spelling Problems and Causes among Saudi English Language Undergraduates

Altamimi¹,

Rashid²

2019

Preprint

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“…In addition, Khan (2011) states that the difference in sentence patterns between a student's mother tongue and L2 leads them to commit many spelling errors such as silent letters. Also, it has been found that there is an impact of L1 phonology on English spelling for L2 learners (Allaith and Joshi, 2011). Abu-Rabia & Sammour (2013) asserted that "Successful English spelling performance involves the processes of segmenting the spoken word into its phonemic components and then selecting the appropriate graphemes to represent the phonemes".…”

Section: Literature Reviewmentioning

confidence: 99%

“…Literacy is appraised not only by reading and writing accurately, but also spelling words correctly (Allaith and Joshi, 2011). Spelling mastery indicates the level of education while spelling errors reveal inaccuracy.…”

Section: Importance Of Spellingmentioning

confidence: 99%

“…The study revealed that students' writing was poor in both L1 and L2, which indicates that there is a correlation between students' ability in L1 that might affect their L2 proficiency. Allaith and Joshi (2011) investigated the impact of the Arabic phonological system on the English spelling system. They found that the Arabic phonological system has an impact on the International Journal of Linguistics ISSN 1948-5425 2015 English spelling system, which corresponds to different studies that examined the same issue but with different L1s.…”

Section: -Homophonesmentioning

confidence: 99%

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Spelling Errors Made by Arab Learners of English

Alsaawi¹

2015

IJL

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Writing is a pivotal system that transfers spoken utterances from being heard to being seen and read. Literacy is appraised not only by reading and writing accurately, but also spelling words correctly. Pedagogically speaking, second language learners (L2) may struggle in their English writing more than first language speakers (L1) due to different reasons. Even among L2 learners, it is believed that Arab learners struggle with English spelling more than any other non-native speakers. This paper, therefore, is an attempt to review recent research and literature on the spelling errors made by Arab learners. In addition, a small experimental study of intermediate high school Saudi students aged 17-18 years old (n = 26) is implemented in a context that has not been explored yet. All participating students were tested before taking part in the study. The results of this study are consistent with previous research, which found that spelling errors made by Arab learners are associated with the impact of their L1. The most common spelling errors are consonant doubling, silent letters, final [e] and vowels in general. It is, thus, indispensable for Arab instructors and stakeholders to scrutinize this dilemma explicitly.

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“…Since spelling mistakes may lead to problems in understanding the written script, the ability to spell constitutes an important part of the writing process (Khuwaileh & Al-Shoumali, 2000). According to Allaith & Joshi (2011), literacy is not evaluated only by the language users' reading and writing accuracy but also through correct word spelling. Al-Jarf (2010) also believes that mastery over spelling is a reflection of the level of education.…”

Section: Introductionmentioning

confidence: 99%

Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University

Ismaiel¹,

Asmari²

2018

IJEL

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Spelling is a major challenge for EFL learners and students in their process of learning the English language. The aim of this study is to investigate the effectiveness of a training program based on certain spelling strategies to help EFL learners improve their spelling achievement. To do this, the differences between the experimental group and the control group, before and after the treatment, were examined. The participants were university students who were selected from a large sample and divided, and studied, in two experimental and control groups based on a spelling production pre-test. The first aim of this study is to examine whether significant differences occurred in spelling-related language learning strategies and English language spelling post-test between the control and experimental groups. The second aim is to examine whether significant differences exist between the mean scores of pre- and post-test of the English language spelling test and spelling-related language learning strategies. Spelling-related language learning strategies were measured using Kristine F. Anderson’s “spelling survey” strategies (1987). The spelling test and the spelling program were both prepared by the researchers. The research was conducted for three months, including the proposed program. Data from pre-post instruments was used to investigate the impact the intervention had on EFL in the development of spelling and the use of spelling strategies to learn English. Data from pre- and post- test instruments showed that there were statistically significant differences between the experimental group and the control group in the post-test spelling test as well as the spelling strategies questionnaire. The implemented treatment resulted in a significant improvement in the spelling skill of the experimental group. The results also revealed statistically significant differences between the pre-test and post-test results for the experimental group in the spelling test and the spelling strategies and also the fact that the experimental group improved in spelling skills after their participation in the program, as can be seen in the post-test. In light of these results, the study proposes a number of procedural recommendations that may contribute to raising awareness regarding the importance of teaching spelling strategies for EFL students.

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Spelling performance of English consonants among students whose first language is Arabic

Cited by 37 publications

References 39 publications

Spelling Problems and Causes among Saudi English Language Undergraduates

Spelling Problems and Causes among Saudi English Language Undergraduates

Spelling Errors Made by Arab Learners of English

Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University

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