Generative Phonology and the Teaching of Spelling

Brengelman, Fred

doi:10.2307/813523

Cited by 4 publications

(3 citation statements)

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“…Regarding the dialect question, Brengelman (1970) maintained that it was incorrect to say that a common system for English is unsatisfactory because of dialect differences. Some dialect differences are subphonemic.…”

Section: The Phoneme Grapheme Consistency Issuementioning

confidence: 97%

Spelling Difficulty—A Survey Of The Research

Cahen

Craun

Johnson

1971

Review of Educational Research

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Section: The Phoneme Grapheme Consistency Issuementioning

confidence: 97%

Spelling Difficulty—A Survey Of The Research

Cahen

Craun

Johnson

1971

Review of Educational Research

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“…Some researchers such as Brengelman (2001), have suggested that, in addition to this marking of word origin, these spellings indicate a more formal level of style or register in a given text, although Rollins (2004) finds this point to be exaggerated as there would be many exceptions where a word with one of these spellings, such as "ph" for /f/ (like telephone), could occur in an informal text. Generally, few spellings can be got through orthography, but many through sounds.…”

Section: Functions Of the Lettersmentioning

confidence: 99%

Use of Drills and Secondary School Students’ Achievement in the English Language Spelling

Maduabuchi¹,

Iheanacho²

2016

International Journal on Studies in English Language and Litera

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The discrepancies in the spelling pattern and oral articulation of words in the English language reveal the reasons why English is often regarded as a difficult subject to a second language learner. This could be exemplified in the six different pronunciations of 'ough' articulated thus in the following words: bough, cough, thorough, thought, through, and rough. This subtle, but obvious challenge of mastery could be attributed to pedagogical issues. The repeated abysmal failures in English language in West African Examination Councils and National Examinations' Council (NECO) SSCE examination and the consequent lamentation of the WAEC Chief examiners' report necessitated this research. This study adopted a pretest post test quasi experimental research design with four intact classes of SSII students, who were subjected to treatment and control. Two research questions and two hypotheses guided the study and a sample of 264 students (comprising 107 males and 157 females) were used. The validation and test of reliability were accurately done. The instrument for data collection was the English Language Achievement Test (ELAT) which was developed by the researcher. Data collected were analyzed using the inferential statistics of mean and standard deviation for the research questions and Analysis of Covariance (ANCOVA) for the hypotheses at 0.05 level of significance. The results of study revealed amongst others that there was a significant difference in the scores of students taught English language spelling with drills and those taught with the conventional method; while the second hypothesis was accepted, which shows that there is no significant difference in the performance of male and female students taught spellings with drills. Based on these results, recommendations were made on the need for teachers to adopt drill method in teaching spelling to SSII students because of its dynamic traits.

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“…(See C . Chomsky 1970, andBrengelman 1970, for additional suggestions in this area.) Such strategies may be as applicable for ESL students as for native speakers.…”

Section: The Use Of Sound-to-spelling Correspondencesmentioning

confidence: 99%

SPELLING‐SOUND RELATIONS IN ESL INSTRUCTION¹

Cronnell¹

1972

Language Learning

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Recent linguistic investigations have revealed that there is a good fit between English orthography and English pronunciation and that this goodness of fit is valid for different dialects of English. Thus, it is suggested that these relations be used in reading and spelling instruction for students of English as a second language (ESL). While revisions to account for speech differences may be necessary and while students whose native language uses the Roman alphabet may have problems of interference, procedures for native speakers may be used with second language learners. In addition, the orthography may assist one in acquiring additional knowledge of English.

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Generative Phonology and the Teaching of Spelling

Cited by 4 publications

References 0 publications

Spelling Difficulty—A Survey Of The Research

Spelling Difficulty—A Survey Of The Research

Use of Drills and Secondary School Students’ Achievement in the English Language Spelling

SPELLING‐SOUND RELATIONS IN ESL INSTRUCTION¹

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Generative Phonology and the Teaching of Spelling

Cited by 4 publications

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Spelling Difficulty—A Survey Of The Research

Spelling Difficulty—A Survey Of The Research

Use of Drills and Secondary School Students’ Achievement in the English Language Spelling

SPELLING‐SOUND RELATIONS IN ESL INSTRUCTION1

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About

SPELLING‐SOUND RELATIONS IN ESL INSTRUCTION¹