Orta-Üstü Düzeydeki İngilizce Öğrencilerinin Yazılarındaki Yazım Hataları: Kuram Ve Niceliksel Bir Çözümleme (original) (raw)
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The Causes of English Spelling Errors by Arabic Learners of English
Eurasian Journal of Applied Linguistics, 2017
This study investigates the possible cause(s) of English spelling errors by Arabic learners of English (ALEs). Studies show that ALEs make significantly more English spelling errors than other English second-language learner groups. Studies also show ALEs make more errors with vowels. The omission of short vowels in Arabic writing has been proposed to cause vowel blindness in English, resulting in the poorer spelling performance. This study evaluates this claim by comparing the distribution of short and long-vowel errors and vowel and consonant error types from handwritten texts by ALEs. While this study found more vowel than consonant errors, only the distribution of vowel graph-choice and insertion errors significantly differed from the number of consonant errors by subcategory. Graph-choice errors, not omission errors, were exceedingly the most common error type. Vowel length was not significantly associated with either vowel omission or graph-choice as expected under the vowel blindness hypothesis. The results, thus, did not indicate a missing vowel orthographic transfer effect as the primary reason for ALE orthographic production difficulty in English. Instead, this paper proposes an underdeveloped lexical-orthographic-representation hypothesis to account for both the degree and range of errors found. This study also found that low and high proficiency groups only significantly differed in consonant graph-choice and silent-graph error categories, with the advanced group performing better. These results suggest that ALE spelling skills are not markedly improving with the advancement of other writing skills and that ALEs may need explicit spelling instruction, especially to connect vowel phonemes with multiple graphemes.
Different types of spelling errors made by Kurdish EFL learners and their potential causes
International Journal of Kurdish Studies, 2017
The purpose of this study is to investigate various types of spelling errors and the causes of spelling inaccuracy of first year Kurdish college students found in their compositions. Participants are 40 Kurdish learners of English at two different universities, Koya University and Saladin University, who were studying English language and literature. The present study first displays general background about English writing system and definitions of related terms followed by an overview of Kurdish writing system and its orthography. In addition, differences between both languages" writing systems have been shown as is likely to be the cause of Kurdish learners" spelling mistakes. Spelling mistakes made by Kurdish college students are then classified into eight main categories and analysed statistically. The eight categories of English spelling mistakes incorporate Insertion, omission, substitutions, transposition, grapheme substitution, space inaccuracy, capitalisation and others. Despite lack of sufficient phonological and morphological knowledge in English the dissimilarity between English and Kurdish writing systems tends to be the main cause of spelling errors by first year Kurdish college students. It is significant for both students and instructors to be aware of the causes and types of English spelling mistakes so as to try to minimise them. It can be thought that knowing these causes would probably help not only English language learners but also its instructors to solve erroneous spellings to a large extent.
Errors in written expressions of learners of Turkish as a foreign language: A systematic review, 2020
The present study systematically reviewed research that was conducted to analyze the errors within the written expressions of individuals learning Turkish as a foreign language. The sample of the study consisted of 16 articles that were identified through the review of literature. The articles that focused on the written expression errors made by learners of Turkish as a foreign language, published between 2010 and 2019, and written in Turkish with the participation of adult learners of Turkish as a foreign language were included in the study. The findings of the articles were assessed using content analysis to organize the systematic review. The results of the systematic review indicated that the errors that were most frequently made by foreign students in writing were related to spelling and punctuation (40%), followed by grammatical errors (34%). While lexical errors constituted 14% of errors, syntactic errors constituted 12% of the errors. At all levels, lexical and syntax errors were fewer than other types of error.
Error Analysis of Turkish Learners' English Paragraphs from Lexical and Grammatical Aspects
ELT Research Journal 2020, 9(2), 123-134 e- ISSN: 2146-9814, 2020
This research aims at exploring grammatical and lexical errors of seven adult Turkish EFL learners who took a one-month intensive English course at a research and application centre of a state university in Ankara. In this study, the target group at A1 proficiency level was selected with convenience sampling to reveal the most common error type(s). To that end, take-home papers collected in the third week of the course program were investigated at five consequent stages abiding by a model developed by Ellis (1997) to identify written errors. During the scrutiny, grammatical errors were categorized into verbrelated errors, prepositions, articles, spelling/punctuation/capitalization, word order, possessives, use of language domain and subject-verb agreement respecting Alasfour's (2018), Diaz-Negrillo and Fernandez-Dominguez's (2006) ICLE/ Louvain and Dulay, Burt and Krashan's (1982) errors taxonomies, whereas lexical errors were grouped traditionally as interlingual and intralingual errors. The results indicate that the most frequent errors of the participants were verb-related errors, whereas subject-verb agreement was listed as the least-conducted error after contracted forms. With regard to lexical errors, which were the only items examined in terms of transfer issue, interlingual errors outnumbered intralingual errors. Accordingly, some implications and suggestions have been provided for further studies at the end of the study.
International Journal of English Linguistics
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...
Errors Analysis of Spelling Among University Students of English in Jordan: An Analytical Study
Asian Social Science, 2020
This paper aims at investigating the spelling mistakes made by students of English language in The World Islamic Sciences and Education University (WISE) in Jordan. The researcher adopted Cook‘s classification of errors in this study. Students mistakes were categorized into four classifications: substitution, omission, insertion, and transposition. Fifty students were participated in the study by enrolling in the "Error Analysis" course in two semesters of the academic year 2016/2017. The data for the study were derived from three exams: the first, the second, and the final exams, given to the students during the two semesters. Then the data were analyzed after completing the course in the second semester of 2016-2017. The results of the study revealed that (38%) of the errors referred to omission and (28%) to insertion. However, the study showed that (22%) of errors referred to substitution, while only (15%) of them referred to transposition. This study showed that using ...