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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3856

Title: AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS
Authors: Guta, Kedida
Advisors: Dr. R.B. Hicks,
Keywords: SPELLING ERRORS
ETHIOPIAN STUDENTS
Copyright: Jun-1989
Date Added: 21-Nov-2012
Publisher: AAU
Abstract: The main objective of this study is to examine some of the causes anci occurrences of the spelling errors of the freshmen Et hi oni en students and thereby account for these errors. According to Error Analysis (EA) theories and interlanguage (IL) studies, the learners' errors are developmental and systematic by nature. The systematicity in the error data indicates a more or less natural progression (development) in the learners' acquisition of English language showing adherence to "learner-generated' or 'builtin' syllabus" (see Corder 1981) i.e, the stages of development in learning English. To verify the c leirns of E.A and IL studies with regard tot he 0 ccu rrences 0 f the 1ear n8r s' spell ing ..a tot a 1 0 f 140 freshmen Ethiorian students with differing mother-tongue (MTl and backgrouncis were given two tests i,e, dictation and composition writing. The same composition tests were also given to 24 multilingual group of children at the English Community School (ECS). The spelling errors obtained from each test written by the Ethiopian group were superficially c16ssified into categories induced by the error types, These errors were then further classified into the clearest error patterns that emerged and were given psycholinguistic explanations, - ii - These patterns were cross-checked with the nature of the spellinB errors obtained from the ECS ~roup of children. Moreover. spelling error patterns ~f the Ethiopian group were compared to the stases in the developmental spelling errors of the native (English) children that Marr,o Wood has established. The result of this study, therefore. revealed that the spelling errors of the freshmen Ethiopian students could be accounted for by three factors n~mely: (a) those errors directly related to LI interference upon TL (English) (b) those errors of intralinGual confusions (c) those errors caused by LI interference but also reinforced by intralina,ual confusion. Moreover, the soelling errors of the freshmen group matched si~nificantly, with the phonetic and transitional stages of dev8lopmental spellin~ errors established by Wood. The majority of the error patterns were also found out to be similar to the nature of the ECS group of children. In addition. it was found that students are likely to make less spellins errors in composition than in dictation writin~ tests when the error percentages are computed against words correctly spelt in these tests.
URI: http://hdl.handle.net/123456789/3856
Appears in:Thesis - Teaching English as a Foreign Language

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