The definitive goal of this analysis was to go beyond the general recognition that spelling is an issue for Grade 9 at Abdel Rahman Aldhakhel College students. Its goal is to identify more specifically the kinds of spelling problems they have.
In addition, the goal of the analysis was to determine the most frequent types of spelling errors made by those students who were in the ninth levels. In addition, the purpose of the study is to find out the main problems that face students in spelling. Also, It attemptedto determine the causes of the spelling mistakes with those students and exactly how could we solve them.
This research was limited to data obtained from a spelling test directed at students in Abdel- Rahman Aldakhel School C2. There were 45 ninth quality students. They were all male students. Their ages were between 15 to 17 yrs. old.
The data were collected from questionnaires given to different teachers. These were six guys and four females.
The result was that most students devoted at least one mistake in this test. The types of mistakes committed by the largest amount of learners were omission, insertions, and substitution. Also, the most type of difficulty for students was silent characters. It was problems for 38 students of 45 (84. 4%). Also, way of writing audio /z/ and means of writing sound /s/ were a problem for them.
Most of teachers arranged that the spelling errors might impact the students learning process. The researcher attempted to find the best strategies that teachers and parents can follow to boost their children's spelling. Also, He mentioned the best activities that instructors may use in classes to reduce spelling problems with those learners. Also, the researcher focused on spelling errors to be able to find out the normal spelling problems and the best strategies to get over them.
Introduction
English as a second language is an easy language to start out learning, because it relates to our dialect "Arabic". That means English and Arabic show some elements. Sometimes the same term (how to say this) like Alcohol. However, you will face some problems when you learn it. British is different from Arabic in the way of writing the letters and the way of pronouncing. Many students make more flaws in spelling. That maybe because the spelling of word may not show the precise pronunciation (way of expressing) from it. It is because English words result from many different options. Furthermore, sometimes the word is too long to keep it or it is comparable to another phrase. Therefore, that, some students combine them. Spelling problems are the most common type of blunder in the written work of English learners. Spelling is a particular problem due to distinctions in the writing systems of Arabic and British. In addition, it is because in English the relationship between looks and writing are not regular. The researcher focused on spelling errors in order to determine the common spelling problems and the best ways of beat them.
Statement of the problem
The students in class nine at Abdel Rahman Aldakhel Institution face difficulty in spelling. They make many faults in their writings. They dedicated many faults in their examinations and in their homework therefore that will have an impact on their learning process. When they write a paragraph or an article, they feel worry of these spelling blunders. So, the researcher do this research to find the best ways to conquer those spelling problems and know the best strategies that professors and parents can follow to lessen spelling mistakes with those learners.
Significant
This research is vital for many reasons. First, it will determine different types of spelling errors. Also, it will determine the various kinds of problems. Third, it will help both students and educators to overcome those spelling errors in the future. In addition, it can help the teacher to choose the best ways to instruct spelling for students.
Term of Definitions
1- Transfer identifies the effect of native words on the learning of second dialect.
2- Overgeneralization is common process in indigenous terminology and second terminology in which the students extend the use of the grammatical rule of linguistic item beyond its accepted uses.
3- A communication strategy means to share meanings using what and sentence structure.
Addition is the addition of pointless words to a phrase.
2- Omission is the omission of the letter or letters from a phrase.
3- Substitution is the substitution of an letter or words for the correct letters.
4- Inversion is the planning of the right letters in the wrong order in short.
5- Miscellaneous is spelling which in no way resemble the word.
Review of literature
Spelling defined as the learner's potential to create words properly from recollection. Effective writing depends upon effective spelling. Understanding learners' spelling challenges can help professors support the development of learners' writing.
Good spelling is a goal to the students in his writing. The student who cannot spell has a very difficult time in converting his ideas to others. His thoughts are shattered by incapability to spell words. The misspelled words will need the mind of the audience away from the meaning of the meaning. So, spelling is essential for communication.
Errors made by second words learners are categorised into two organizations, interlingual and interlingual problems. First, Interlingual mistakes are those that result from language transfer and brought on by the learner's native language. Some experts hypothesized that mistakes in the second language are induced by the interference of the student's local language. Such mistakes echo the student's failure to separate indigenous words and second terminology. Other researchers pointed out that students' problems in second words are induced by a number of things. These include copy, overgeneralization and communication strategies. Transfer refers to the effect of native terms on the training of second vocabulary. In copy, some patterns are lent from native language. In Overgeneralization, patterns may be expanded from second language by analogy. Overgeneralization is common process in local vocabulary and second vocabulary in which the students extend the utilization of an grammatical rule of linguistic item beyond its accepted uses, generally by causing words or buildings follow a far more regular routine. A communication strategy means to communicate meanings using what and sentence structure, which are already known. Intralingual mistakes are those, which result from faulty learning of second terms, somewhat than from vocabulary transfer.
Phenix (2001) thinks that spelling difficulties with learners can be divided into two communities. First, linguistic, that are related to the nature of the dialect. Second, personal, which are related to different periods of development learners go through. Phenix (2001) represents these stages the following:
First, pre-phonetic, learners use an assortment of pictures, signs, figures and words. Second, semi-phonetic, learners use notice names to represent the does sound. Third, phonetic stage, learners use known does sound to write words and they notice word restrictions and leave spaces between words. Fourth, aesthetic learners use most letters properly, if not in the right order; they use vowels atlanta divorce attorneys syllable.
Fifth, mature meaning learners use a full range of ways of spell words and they're in a position to make analogies from known spelling patterns; they are able to recognize incorrect spellings.
There are many reports done on spelling errors and the different kinds of errors and different types of difficulties. Snowball did a study on spelling problems and the primary kinds of spelling mistakes. She detailed six different types of spelling mistakes. She said that it is not enough to know that the students have misspelled words but she sees it useful to analyze different types of mistake students are making and then provide relevance coaching predicated on that knowledge. She outlined some typically common types of spelling problems predicated on his review and the best strategies to help them beat them. The First kind is spelling by sound only like photo, foto. The second kind is not experiencing does sound in words like, catalogue, library. Third, challenging about homophones like tow, too, to. Fourth, shaky knowledge of suffix and prefix rules like stopt, quit. Fifth, insufficient attention to the order of characters in words like, brid, parrot. Finally, knowing to spell, however, not to nurturing like, for some students, the condition is not really a lack of spelling skill but misunderstanding about the value of spelling appropriately. Teachers should be cautious when coping with those kinds of problems. She stated some strategies that professors can follow for overall correction. First, instructors should ask them what ideas they are using when they spell. Then, he should use their answers as a starting place to get rid of misunderstanding. Second, when inspecting or correcting spelling mistakes, they must keep in mind the appropriate expectations for this and connection with the copy writer. Third, they have to be sure to indicate the many good strategies that they see in students spelling. Then, they have to encourage their students by using phrases like these, I like the way you try undiscovered words, I see that you know how to spell many high-frequency words, I see that you will be learning how to use common spelling habits and I observe that you value your audience and so you have proofread your writing. (Snowball, 1997)
There are four types of spelling errors that learners of British commonly make. These are omissions and it means leaving letters out, substitutions, this means replacing letters with incorrect ones, transpositions, which means reversing the position of characters, and enhancements /insertion, which means including extra words. ( clements, 1971)
It is vital to teach students the best ways of learn words and check spelling of words they have written. Instructors and parents are similarly need to incorporate teaching strategies for learning words and strategies for educating spelling into all curricula.
Sarah Malburg (2009) described some strategies that can parents do to improve their children spelling as the following: Parents can help in teaching spelling to their children. They must sit with their children at home for a fixed amount of time in order to instruct or learn spellings of words. In addition, they can put the common words on different items at home. Children will look at the word daily and they'll try to set up the partnership of words and their use within daily life. Furthermore, they may use cover and seek way of teaching word spellings to their children. They can make the kid go through the word, say the term, hide the word with one hand behind the back, then have them write and say the word and then check it. Parents can close the eye with their children with the hands; inform them to visualize a picture of the word in their minds. They can inform the kid to track the words in the air with sight finished. Then, they notify the kid to open their eye and write the term on the paper. In addition, they can notify the child to check the spelling with the word in the booklet. They also can instruct children about group words. Parents should encourage children to make organizations of words with similar patterns e. g. other, brother, mother etc. There are some strategies that can teachers do to boost their students spelling as the next. The instructor should educate spelling strategies in the class. While teaching, the instructor should say the word slowly but surely and students should pay attention carefully. Then he should write the term clearly, syllable-by-syllable on the blackboard. Then, he should write the similar sounding words on the blackboard e. g. bead, deceased, read, bread etc. The teacher should coach students about hearing the order of may seem in a word. Furthermore, he should coach students about the derivations of different words from the bottom word e. g. sign, indication, resign etc. this will help children in the forming of new words by adding prefixes and suffixes. Instructor should teach dictionary skills to his students. He should clarify alphabetical order and use different phrase endings under the base word e. g. lender, banking etc.
There are six common techniques can teacher follow in teaching spelling for learners and they're called Six Research- Founded Techniques. First, careful word selection, manage to survive pain a picture without the pain, so you cannot train spelling without words. So, instructors should be cautious when choosing words and they should concur that the words are ideal for their students. Second, utilizing a pretest-study-posttest format, administrating a pretest is an effective way to individualize spelling. In the pretest, each writer in classroom efficiently demonstrates if she or he knows what or habits in the week's device of analysis.
Third, use a self-correction technique, follow self-correction strategy like, Look for a spouse and take the test, ask your partner to learn your words and let you know if there are any words he will not know (how to say). Then, say what for him, write the word on a piece of newspaper. when you complete your list, witch roles
Fourth, train children How exactly to study unfamiliar words. A system way of learning the correct spelling of words is by using a blend of auditory, visible, kinesthetic and tactile steps. You have to follow look, say, write technique.
Fifth, use spelling Game titles: using games in coaching students is a useful way because to draw in the students attention. Many students like video games and it will be an affective way to teach them by using game titles. Sixth is word sorting like, using pocket chart.
Methodology
In order to learn the normal spelling errors and their triggers, the researcher selects spelling problems as a subject of my research. Then, he started to collect the information from different sources. First, he discovered his classes (Grade 9/4 and 9/1) at Abdel-Rahman Al-Dakhel College. The members were 45 kids. The learners were aged 15-17. The kids were in two classes of 23 and 22. He discovered the students while these were writing in category, their writing in the exams and he found some spelling faults. In addition, he needed four workbooks. Then, he researched about the spelling problems in their writing in their workbooks. Next, he examined the results. I searched in the internet about some information that helped me in analyzing the results. Furthermore, I interviewed some instructors at Abdel-Rahman Al-Dakhel College. I asked them about the common spelling errors and the reason why that make students spell wrong. Finally, I composed the report.
Data were accumulated through spelling tests administered to these learners. Also, data were accumulated through interviewing some English teachers. I choose 10 words.
The learners in each course received a copy of the ten words to study the day prior to the test.
This figure shows that the majority of the teachers agree with that spelling mistakes may have an impact on students learning process. Furthermore, some of them said that they trust that spelling errors have an impact on students learning. Some instructors don't agree with this aspect. They said that it does not impact students learning.
This figure demonstrates some educators were trust that reading testimonies or catalogs help students to limit spelling errors. However, some of them weren't agree whatsoever with this aspect. They said that students cannot limit spelling errors by reading experiences and literature only. They need to follow an idea to solve this problem and there are some steps they can follow to reduce spelling mistakes.
This figure implies that all the instructor were agree with that coaching way plays a major role to improve students' spelling. So, the educators should concentrate more in their teaching ways to reduce spelling mistakes with students or to improve spelling with those students.
This figure implies that most educators were agree with this point. They said that improving students' spelling helps them to improve their terminology.
Most educators arguer with this aspect plus they said that it's not enough to instruct them the phonetics to lessen spelling errors or to improve their spelling. There are some ways that they need to follow to boost their spelling.
Most students devoted at least one mistake in this test. The types of problems determined by the most significant number of learners were omission, insertions, and substitution, while errors of transposition were present in the task of smaller proportions of learners. Some students performed well in the ensure that you these were seven students. Substitution was the most types of problems that students fell in with 84. 4%. Furthermore, Omission was one of the very most types of mistakes with 84. 4%. Some students devoted two mistakes in a single word, (omission and substitution), like bul rather than yank. So, as the researches approved that substitution and omission are the most common type of mistakes that Arab learners make.
This figure implies that the most type of difficulty for students was silent words. It was a problem for 38 students of 45 (84. 4%). Most of them wrote nock rather than knock because they spell words by does sound only. In addition, way of writing sound /z/ and means of writing audio /s/ were a big problem for the coffee lover. Some students wrote z rather than s like noz. You will discover other flaws done by those students like writing b instead of p which problem because they are not hearing does sound in words. The number of the students who did not make any errors and they did not have issues were 15. 5% only.
Discussion:
Through these dining tables, the researcher noticed that the students faces difficulty in spelling and this of course will have an effect on the learning process.
He tried to know the reason why and how can a instructor help students to solve their problems. He think that the reason why are first, just how of coaching because most instructors don't care about spelling plus they care no more than speaking, therefore the students can browse the word nevertheless they can't spell it. The second reason that some students when they learn any new term, they do not make an effort to spell it and they don't practice to create or utilize it. The third reason is that most students don't read British magazines, literature or papers which are important to know the words and the spelling of them.
The Fourth reason is that most students can't distinguish between the C and S, C and K. The fifth reason is that most students writes what they hear like writing Z instead of s. The last reason that a lot of words in English have silent syllables like light, know, bought, listenact.
Recommendations for students:
Students should follow an idea to solve this issue.
Students should use the unit set of words to study what carefully.
Students should read literature and publications.
Students should practice writing the difficult words at home many times in order to remember the words properly.
Students should listen to the words carefully and make an effort to identify between different tones of characters.
Students
students
Recommendations for teachers:
- Educators should
Recommendations for curriculum designers:
CONCLUSION
The research exhibited that some students encountered problems in learning second terminology. These are facing problem in spelling more than verbal skills. The researcher revealed the common spelling mistakes and how the tutor can solve them to improve students. For me, there should be a special class that targets reading and writing for increasing spelling skills. That will make the teachers service more about spelling. We advise that Education University should provide instructors with classes in developing strategies to improve spelling skills. In conclusion, learning words requires many inputs.
