Log in

Relevant bibliographies by topics / English word spelling ability

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'English word spelling ability'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English word spelling ability.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English word spelling ability"

1

Dougherty, Sharon, and Mark Clayton. "The Effect on Spelling Ability of Exposure to the Printed Word." Research in Education 59, no. 1 (May 1998): 80–94. http://dx.doi.org/10.1177/003452379805900109.

Full text

Abstract:

The effect on spelling ability of exposure to print This study explores the contribution of print exposure to spelling achievement. The hypothesis that exposure to print accounts for individual differences in spelling ability was tested on 129 Year 7 female students from a predominantly non-English-speaking background. A multiple regression analysis was employed to determine the relationship between spelling and the predictor variables - exposure to print (TRT), phonological processing, comprehension level and general ability. The results indicated that phonological processing ability accounted for individual differences in spelling performance regardless of general ability. However, this specific student cohort appear to reflect stages in spelling development associated with word knowledge and reading experience. The analysis also indicated that other factors not addressed in this study are implicated.

APA, Harvard, Vancouver, ISO, and other styles

2

Dich, Nadya. "Development of sensitivity to phonological context in learning to spell in English." Written Language and Literacy 13, no. 1 (March 4, 2010): 99–117. http://dx.doi.org/10.1075/wll.13.1.04dic.

Full text

Abstract:

The study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.

APA, Harvard, Vancouver, ISO, and other styles

3

NIOLAKI, GEORGIA Z., and JACKIE MASTERSON. "Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children." Bilingualism: Language and Cognition 15, no. 4 (January 23, 2012): 757–70. http://dx.doi.org/10.1017/s1366728911000721.

Full text

Abstract:

The study investigated single-word spelling performance of 33 English- and 38 Greek-speaking monolingual children, and 46 English- and Greek-speaking bilingual children (age range from 6;7 to 10;1 years). The bilingual children were divided into two groups on the basis of their single-word reading and spelling performance in Greek. In line with predictions, we found that scores on an assessment of phonological awareness were a significant predictor of spelling in English for the bilingual children with stronger Greek literacy skill. Phonological awareness scores were also a strong predictor of spelling in Greek in the monolingual Greek-speaking children. For the bilingual children with weaker Greek literacy ability, spelling in English was predicted by performance in a test of visual memory. This was more in line with results for the monolingual English-speaking children, for whom spelling performance was predicted by visual memory and phonological awareness scores. Qualitative analysis of misspellings revealed that phonologically appropriate errors were significantly greater in the strong Greek literacy ability bilingual group than the weaker Greek literacy ability bilingual group. Stimulus analyses using regression techniques are also reported. The results are interpreted to suggest that in biliterates literacy processes are transferred from one language to the other (Mumtaz & Humphreys, 2002).

APA, Harvard, Vancouver, ISO, and other styles

4

Chung, Kevin Kien Hoa, and Chun Bun Lam. "Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia." Journal of Learning Disabilities 53, no. 1 (October 21, 2019): 48–59. http://dx.doi.org/10.1177/0022219419882648.

Full text

Abstract:

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

APA, Harvard, Vancouver, ISO, and other styles

5

Amna, Shally, Wienda Gusta, and Yeng Primawati. "Meningkatkan Kemampuan Speaking dan Writing Bahasa Inggris Melalui Kompetisi Spelling Bee." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 4, no. 2 (May 10, 2021): 157–64. http://dx.doi.org/10.33330/jurdimas.v4i2.974.

Full text

Abstract:

Abstract: Spelling Bee is a word spelling game which assessed the accuracy of words and the pronunciation of the letters in English. MTSN 7 Bungus, Padang was chosen as PKM partners due to the students’ low English language skills and interest. Therefore, through the Spelling Bee competition, the team tried to improve the students’ skills and interest in learning English language, especially their ability to write and spell words correctly. In this competition, there were 280 students previously trained before join the competition. This competition is divided into three rounds, namely the preliminary round, the semi-final round and the final round. In addition, the English teachers also helped to coordinate the competition. During the activity, students were also given lessons on writing and spelling correctly. As a result, students’ enthusiasm in participating in competition can be one of the factors that triggers the enthusiasm and interests in learning so that they get more satisfying learning outcomes. During the competition, students were guided by the English teachers and given clear instructions. After participating in Spelling Bee competition, the students were not only given rewards but also some improvement in their English writing and spelling skills.Key Words: Spelling Bee, writing, spelling. Abstrak : Spelling Bee merupakan permainan mengeja kata dengan menilai keakuratan kata dan ketepatan pengucapan huruf yang disebutkan dalam Bahasa Inggris. MTSN 7 Bungus, Padang dipilih sebagai mitra PKM karena kemampuan dan minat Bahasa Inggris siswanya yang sangat rendah. Oleh karena itu, lewat kompetisi Spelling Bee, Tim PKM berusaha untuk meningkatkan kemampuan dan minat siswa terhadap Bahasa Inggris terutama pada kemampuan menulis dan mengeja kata. Dalam Kegiatan Spelling Bee ini, sebanyak 280 siswa dilatih sebelum mengikuti kompetisi Spelling Bee yang terbagi atas tiga babak, yaitu preliminary Round, Semi Final Round dan yang terakhir Final round. Selain itu, guru Bahasa Inggris di sekolah tersebut turut membantu demi kelancaran kegiatan kompetisi ini. Siswa diberikan pelajaran tentang menulis dan mengeja bahasa Inggris dengan benar. Antusias siswa dalam mengikuti kompetisi dapat merupakan salah satu faktor yang memicu semangat dan daya tarik siswa dalam belajar sehingga memperoleh hasil belajar yang jauh lebih memuaskan. Selama kompetisi, siswa dipandu oleh guru bahasa Inggrisnya dan diberikan instruksi yang jelas. Setelah mengikuti kompetisi Spelling Bee ini, siswa siswi MTSN 7 Bungus tidak hanya diberikan reward namun juga dapat meningkatkan kemampuan menulis dan mengeja Bahasa Inggrisnya.Kata Kunci: spelling bee; writing; spelling.

APA, Harvard, Vancouver, ISO, and other styles

6

Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.

Full text

Abstract:

<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>

APA, Harvard, Vancouver, ISO, and other styles

7

Endlich, Darius, Tobias Richter, Peter Marx, Wolfgang Lenhard, Kristina Moll, Björn Witzel, and Gerd Schulte-Körne. "Spelling Error Detection." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 1-2 (January 2020): 25–40. http://dx.doi.org/10.1026/0049-8637/a000227.

Full text

Abstract:

Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( R² between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.

APA, Harvard, Vancouver, ISO, and other styles

8

Fasikh, Mukhlasul. "ERROR ANALYSIS ON ENGLISH WRITING SKILL FOR THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL." Journal of English Language and Literature (JELL) 4, no. 01 (March 1, 2019): 85–94. http://dx.doi.org/10.37110/jell.v4i01.72.

Full text

Abstract:

This study aims to know the variety of errors, the most typical error and the least typical error on grammar writing for the grade students in the state of junior high school 5 Setu, and also to make teaching and learning activities more effective and efficient. This research is descriptive research method. The research instrument in this research is writing task. Writer uses the questioners to collect the data. Students answer the questions and from the answers’ students are arranged to be paragraph. The discussion of the errors are frequently occurred in the students’ English writing capitalization have the high percentage 12.93%, punctuation 12.93%, spelling form 12.50%, word form 11.21%, singular-plural 10.34%, article 9.48%, present tense 8.62%, added word 8.62%, word choice 7.33%, preposition 4.31%, and omission 1.72%. By studying the percentage of the error analysis on English writing skill, the writer found the ability of the students in writing skill was neither too low nor too high. The most typical error is on capitalization (12.93%) and the least typical error is on omission (1.72%)

APA, Harvard, Vancouver, ISO, and other styles

9

Rianti, Wida, Mudjiran, and Mukhaiyar. "The Development of Problem-Based Stad Model to Improve the Writing Ability of Students in University." International Journal of Management and Humanities 5, no. 4 (December 15, 2020): 42–46. http://dx.doi.org/10.35940/ijmh.d1197.125420.

Full text

Abstract:

This study is aimed to improve students' English writing skills in college. Since students' mastery of English vocabulary is still low, they are confused about the use of grammar, sentence structure, punctuation, good and correct spelling in English writing, making them unable to write well words/sentences/texts in English. Students also still have difficulty in terms of orderly expression of ideas and supporting sentences in paragraphs, and they have not been trained to develop ideas in writing properly and correctly. The type of research is development research or Research and Development (R&D) with qualitative and quantitative approaches. The STADBM type learning model in this study has produced a valid, practical and effective model because it has an impact on improving students' writing skills and learning motivation.

APA, Harvard, Vancouver, ISO, and other styles

10

Andriani, Desi, and Vera Sriwahyuningsih. "An Analysis of Students’ Mastery of Vocabulary." ELT-Lectura 6, no. 2 (September 2, 2019): 169–76. http://dx.doi.org/10.31849/elt-lectura.v6i2.3195.

Full text

Abstract:

Vocabulary is an important thing in English. Therefore, at university vocabulary is a compulsory subject for English language study program. Students cannot speak, write, listen, and read the reading texts when they do not have enough vocabulary to understand them. Thus, students should master vocabulary. The research is a descriptive one. Population is students of UPI YPTK Padang in 2018/2019 academic year. The sample of the research is students of English education faculty. They were thirty four students. The data were collected by using test and questionnaire. The test is given to know students’ ability in vocabulary mastery. It consists of thirty questions. It consists of matching test for giving definition of a word, filling blank space and finding new vocabularies from unarranged letters. The result of the test showed that different abilities of students in mastery vocabulary. The students can find new vocabularies from unarranged letters. This was an interesting activity for them. Then, in matching the vocabularies to the definitions or synonyms, the students also could do it. The questionnaire proved that students have good ability in mastery vocabulary but they have some difficulties related to the some aspects such as grammar and spelling.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "English word spelling ability"

1

Cassano, Lauren M. "The effects of a word study spelling program in a differentiated classroom /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ross, Linda. "Investigating spelling through generative instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1435.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Dickerson, Stephanie Joy. "Dialectal and developmental influences on real word and non-word spelling tasks." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002913.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Johnson, Ernest B. "The influence of speaking Black English on spelling in standardized English /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8411.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

McCord, Kathryn L. "A professional development model building word knowledge for middle level teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 97 p, 2009. http://proquest.umi.com/pqdweb?did=1833621221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Blackwell, Penelope. "A misspelt youth: an exploration of frequency, consistency and the reduced vowel sound in relation to the dual route model of spelling /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19225.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "English word spelling ability"

1

Sacre, Lesley. Single word spelling test. Windsor: NFER-NELSON, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ehri, Linnea C. Movement in word reading and spelling: How spelling contributes to reading. Champaign, Ill: University of Illinois at Urbana-Champaign, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Spel-- is a four-letter word. Portsmouth, N.H: Heinemann, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Spel-- is a four letter word. Richmond Hill, Ont: Scholastic-TAB, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Morris, Thea R. Expanding spelling fun: Ideas that work. Calgary, AB: Jelly Bean Connections, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Morris, Thea R. Exploring spelling fun!: Ideas that work. Calgary: Jelly Bean Connections, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Wilson, Barbara A. Word identification and spelling test: Examiner's manual. Austin, Tex: Pro-ed, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Cook, Gillian Elizabeth. Merrill spelling for word mastery. Columbus, Ohio: Merrill Pub. Co., 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Snowball, Diane. Writer's word book. Greenvale, N.Y: Mondo, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Moore, George N. Spellex word finder. North Billerica, Mass: Curriculum Associates, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "English word spelling ability"

1

Templeton, Shane, and Donald R. Bear. "Word Study, Research to Practice: Spelling, Phonics, Meaning." In Handbook of Research on Teaching the English Language Arts, 206–31. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Rodriguez, Nestor J., and Maria I. Diaz. "Word Processing in Spanish Using an English Keyboard: A Study of Spelling Errors." In Lecture Notes in Computer Science, 219–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73289-1_27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Nijakowska, Joanna. "Chapter 6. An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English." In Language Learners with Special Needs, edited by Judit Kormos and Edit H. Kontra, 130–57. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690913-008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Treiman, Rebecca. "Introduction." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0004.

Full text

Abstract:

To be literate, people must be able to read and to write. There has been a large amount of research on the first aspect of literacy, reading. We now know a good deal about how adults read and about how children learn to read. We know much less about the second aspect of literacy, writing. One aspect of learning how to write is learning how to spell. How do children manage this, especially in a language like English that has so many irregular spellings? That is the topic of this book. In this book, I present a detailed study of the spellings produced by a group of American first-grade children. I ask what the children’s spellings reveal about their knowledge of language and about the development of spelling ability. In these days of computerized spelling checkers, is learning to spell correctly still necessary for being a good writer? I believe that it is. In her review of research on beginning reading, Marilyn Adams (1990, p. 3) states that “the ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension— in the obvious ways and in a number of more subtle ones.” Similarly, the ability to spell words easily and accurately is an important pan of being a good writer. A person who must stop and puzzle over the spelling of each word, even if that person is aided by a computerized spelling checker, has little attention left to devote to other aspects of writing. Just as learning to read words is an important part of reading comprehension, so learning to spell words is an important part of writing. In the study reported in this book, I focus on a group of American first-grade children who were learning to read and write in English. These children, like an increasing number of children in America today, were encouraged to write on their own from the very beginning of the first-grade year. Their teacher did not stress correct spelling. Indeed, she did not tell the children how to spell a word even if they asked.

APA, Harvard, Vancouver, ISO, and other styles

5

"Word and Word-Element Index." In The History of English Spelling, 328–72. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444342994.oth2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

"Spelling strategies and word formation processes: evidence from developmental and spelling ability data." In Routledge Handbook of Communication Disorders, 217–27. Routledge, 2015. http://dx.doi.org/10.4324/9780203569245-26.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Selikowitz, Mark. "Spelling." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0012.

Full text

Abstract:

There are three kinds of difficulty that may cause a child’s written work to be incomprehensible. First, specific spelling difficulty, where some words may be so badly spelt that they are difficult to recognize. Secondly, specific writing difficulty, where the handwriting may be so untidy that it is illegible see Figure 7.3, p. 65). And, thirdly, language disorder, where the language used by the child may be so full of errors that it does not make sense. Specific spelling difficulty will be described in this chapter, specific writing difficulty in the next chapter, and language disorders will be described in Chapter 9. . . . What is specific spelling difficulty? . . . specific spelling difficulty can be defined as an unexplained, significant spelling difficulty. A significant difficulty is usually defined as a spelling age more than two standard deviations below the mean for the child’s age (see Chapter 1, p. 5 for the explanation of this term). Specific spelling difficulty is often associated with specific reading difficulty. In some children, specific spelling difficulty is an isolated problem. Although such children will have average reading ability, research studies suggest that subtle reading problems can be detected in such children on special testing. . . . How spelling is assessed . . . There are several standardized spelling tests in general use. These differ in the ways in which they test spelling. Some present the child with words that are part of his sight vocabulary, others present a wider range of words. Tests usually involve spelling from dictation. Some may also involve recognizing whether a printed word is correctly spelt or not. The psychologist will choose the test, or tests, that will provide information about the child’s spelling level, as well as about the nature of his difficulties. For example, a test that shows that a child has difficulties with spelling from dictation, but not with identifying words that are incorrectly spelt, may demonstrate particular problems with word memory. The psychologist will also try to differentiate between the different kinds of spelling errors, such as phonetic, visual, and sequential errors, which are described later in this chapter.

APA, Harvard, Vancouver, ISO, and other styles

8

Okrent, Arika, and Sean O’Neill. "What the Hell, English?" In Highly Irregular, 2–38. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197539408.003.0001.

Full text

Abstract:

This chapter provides an overview of the oddities of the English language. It begins by looking at the poem of Dutch writer Gerard Nolst Trenité and how he spent his career nitpicking defense of his own native language. Nolst Trenité saw that the Dutch language had its own inconsistencies. His complaints about the way his fellow citizens butchered the Dutch language were different from his complaints about English, but they came from the same expectation that language should be a logical, orderly system. The patterns are often overshadowed by what looks like randomness, and there are irregularities everywhere, not just in the spelling system. At every level of language, from spelling to vocabulary to grammar to word order to meaning there are violations of harmony and order. This book is thus a collection of answers to questions about English. It also presents a history of English that explores the tension between logic and habit in language development.

APA, Harvard, Vancouver, ISO, and other styles

9

Treiman, Rebecca. "Spelling of Words." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0005.

Full text

Abstract:

In studying the first graders’ spellings, it is reasonable to begin at the simplest possible level of analysis. The most basic way to look at the children's spellings is at the level of whole words. At this level, the simplest possible question is whether a word is spelled correctly or incorrectly. Once children’s spellings are classified as correct or incorrect, a number of questions arise. Are some words easier for children to spell correctly than others? If so, what kinds of words are easy to spell and what kinds of words are hard to spell? The answers to these questions should shed light on the difficulties that children face in learning the English writing system. For example, if children have more trouble on irregular words than on regular words, one could suggest that the irregularity of the English system is one source of difficulty in learning to spell. If children often misspell inflected and derived words, one could suggest that the morphological basis of the English writing system is a problem for first graders. Such issues are addressed in the first section of this chapter. Although it is easy to classify children’s spellings of whole words as correct or incorrect, this simple classification may obscure potentially important information. For example, although KARE is the wrong spelling of care, this error is a plausible rendition of the word's spoken form. The letter k is a reasonable rendering of the phoneme /k/; /k/ is spelled as k in words like kite and king. In the terms introduced in Chapter 1, KARE is a legal misspelling of care. On the other hand, CA is an illegal spelling of care. It contains no representation of the /r/. In this chapter, I take a first step beyond the correct/incorrect distinction by classifying errors on whole words as legal or illegal. I ask whether some kinds of words give rise to more legal errors than other words and why. Legal errors are not all alike. They differ from one another in a number of ways, one of which is how easy they are to decipher.

APA, Harvard, Vancouver, ISO, and other styles

10

Jayaraman, Seetha. "Correct Writing and Spelling in the ESL Classroom." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 269–87. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch016.

Full text

Abstract:

Writing is an activity that serves as a link between theory and practice. Learning to write involves the basic level of learning to spell a spoken word or phrase and the advanced level of learning to write creatively. This chapter discusses the practical challenges faced by the teacher and student in learning to spell words and applying the rules of grammar in English. Authentic examples are drawn from writing samples from the ESL classroom, produced in a session of timed writing when teaching academic writing skills to undergraduate learners in Oman's Dhofar Region. The results of the study point to the use of a bilingual approach as a very useful method for bringing out the similarities and differences in the use of the target language. This minimizes Mother Tongue interference in students' writing in English.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English word spelling ability"

1

Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

Full text

Abstract:

The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment

APA, Harvard, Vancouver, ISO, and other styles

2

Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

Full text

Abstract:

The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

APA, Harvard, Vancouver, ISO, and other styles

3

Wen-Hsing Lai. "Pitch modeling for Chinese Speech mixed with English word spelling." In 2008 9th International Conference on Signal Processing (ICSP 2008). IEEE, 2008. http://dx.doi.org/10.1109/icosp.2008.4697202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Robertson, Alexander M., and Peter Willett. "Searching for historical word-forms in a database of 17th-century English text using spelling-correction methods." In the 15th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/133160.133208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Kim, Jin-Sung, and Mun-Koo Kang. "The Effects of Hunminglish Word Order (HWO) Instruction on Improving the English Listening Ability." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Iakubova, Sharipat Magomedovna, and Aleksandr Lvovich Bolkhovskoi. "The formation of the phonetic competence on the lessons of the Russian language in primary school." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32768.

Full text

Abstract:

The authors of the article focus on the difficulties experienced by younger students in mastering the spelling norms of the Russian language. This is the inability to immediately distinguish in the consciousness of the signified and signifying, the inability to correctly determine the word stress and a number of others. The teacher should know the methods of formation of students ' concept of "phoneme" and the ability to recognize other phonetic units of the language. It is emphasized that the phonetic work should precede the graphic one, based on the development of the speech-motor apparatus. The authors present a description of some methods of formation of the phonetic competence, such as: exercises on the distinction between words as lexical units and as a "phonetic word", the correct syllabification, accent, modelling, awareness similarsocial functions.

APA, Harvard, Vancouver, ISO, and other styles

7

Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

Full text

Abstract:

Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.

APA, Harvard, Vancouver, ISO, and other styles

8

Dąbrowska, Marta. "What is Indian in Indian English? Markers of Indianness in Hindi-Speaking Users’ Social Media Communication." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-2.

Full text

Abstract:

Public communication in the contemporary world constitutes a multifaceted phenomenon. The Internet offers unlimited possibilities of contact and public expression, locally and globally, yet exerts its power, inducing use of the Internet lingo, loosening language norms, and encourages the use of a lingua franca, English in particular. This leads to linguistic choices that are liberating for some and difficult for others on ideological grounds, due to the norms of the discourse community, or simply because of insufficient language skills and linguistic means available. Such choices appear to particularly characterise post-colonial states, in which the co-existence of multiple local tongues with the language once imperially imposed and now owned by local users makes the web of repertoires especially complex. Such a case is no doubt India, where the use of English alongside the nationally encouraged Hindi and state languages stems not only from its historical past, but especially its present position enhanced not only by its local prestige, but also by its global status too, and also as the primary language of Online communication. The Internet, however, has also been recognised as a medium that encourages, and even revitalises, the use of local tongues, and which may manifest itself through the choice of a given language as the main medium of communication, or only a symbolic one, indicated by certain lexical or grammatical features as identity markers. It is therefore of particular interest to investigate how members of such a multilingual community, represented here by Hindi users, convey their cultural identity when interacting with friends and the general public Online, on social media sites. This study is motivated by Kachru’s (1983) classical study, and, among others, a recent discussion concerning the use of Hinglish (Kothari and Snell, eds., 2011). This paper analyses posts by Hindi users on Facebook (private profiles and fanpages) and Twitter, where personalities of users are largely known, and on YouTube, where they are often hidden, in order to identify how the users mark their Indian identity. Investigated will be Hindi lexical items, grammatical aspects and word order, cases of code-switching, and locally coloured uses of English words and spelling conventions, with an aim to establish, also from the point of view of gender preferences, the most dominating linguistic patterns found Online.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!