Error Analysis of Silent Letters and Its Relevance to the Teaching of English

Astuti, Widya; Basri, Hasan; Syafar, Anshari; Suriaman, Aminah

doi:10.2991/assehr.k.210226.061

Cited by 3 publications

(2 citation statements)

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“…Because of the variations in sound and orthography, learning English may be especially difficult for native Arabic speakers. Previous research has shown that interference from the native language in regions where it varies from the second or foreign language is a common source of spelling mistakes [10]. This research verifies the results of previous studies while also introducing a new factor: the type of classroom teaching and teacher education.…”

Section: Discussionsupporting

confidence: 88%

Language Awareness and English Spelling Difficulties of Saudi EFL Students

Hussain¹

2022

IJLL

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Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students' spelling mistakes, cutting across the educational system and university curriculum, students' learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.

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Section: Discussionsupporting

confidence: 88%

Language Awareness and English Spelling Difficulties of Saudi EFL Students

Hussain¹

2022

IJLL

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“…There is no correlation between written and spoken words in English since English words are not usually spoken as they are written (Astuti et al, 2021). The similarity between words can be the cause of pronunciation errors.…”

Section: Words Similaritymentioning

confidence: 99%

Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible?

Febrianto¹

2021

AIJP

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Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.

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