Abstract
AbstractThis paper aims at investigating the spelling errors made by students of English language at the World Islamic and Science Education University (WISE) in Jordan. Cook‘s classification of errors is adopted in this study. Errors and mistakes were categorized into four categories, which include substitution, omission, insertion, and transposition. The participants of the study were 50 students, who enrolled in "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 they were analyzed after completing the course in the second semester of 2016-2017. The results of the study revealed that (40%) of the errors referred to substitution and (30%) to omission with. However, errors of transposition and insertion occurred less frequently than the first two of errors, with a percentage of (17%) and (13%), respectively. The study showed that using vowels and pronunciation incorrectly is one of the major causes of the learners' errors. Further, the interference of the first language plays its role in this regard. The study concludes that more efforts and concern should be given to spelling errors made by students since the learning of spelling is an important part of language learning. Some recommendations and pedagogical implications for future research are suggested.Keywords: Spelling errors, Omission, Substitution, Transposition, Insertion
Author Information
Jibrel Al-Saudi, The World Islamic Sciences and Education University, Jordan
Paper Information
Conference: ECLL2018
Stream: Applied linguistics research
This paper is part of the ECLL2018 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress