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1
Yavorska, Stefaniia. "Types of Excersises for Developing Spelling Literacy of Students in the Ukrainian Language in Institutions of General Secondary Education of Ukraine." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 23–40. http://dx.doi.org/10.5604/01.3001.0014.2513.
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The article analyzes the scientific sources on the research problem, clarifies the leading trends and shortcomings in the methodology of teaching spelling. It is recognized that the education of a literate person with a high language and speech culture – a multi-level problem and not so much school but also national. The scientifically substantiated and experimentally tested method of teaching Ukrainian spelling in Ukrainian language classes is represented, exercises and tasks for them are developed, which promote the formation of spelling skills and abilities of students. Based on the analysis of scientific achievements of researchers, the author proposes her own approach to solving the problem of forming students' spelling skills. The concept of "spelling" has been clarified, the understanding of which as a result of step-by-step mental actions contributes to the development of students' logical thinking and raising the level of their spelling literacy. Exercises of different nature are presented, their implementation will provide strong knowledge, develop practical skills. The ways of formation of spelling skills are determined. On the basis of theoretical and empirical research it is proved that work on spellings creates a basis of strong and deep knowledge if it is logically constructed and conducted systematically. Based on pedago-gical observations, it was found that the teaching method, based on the close relationship of spelling analysis with the ability to perform word analysis by structure, as well as word-formation analysis, is effective. It is argued that the formation of spelling competence of students is impossible without the appropriate level of speech culture, spelling literacy, thorough knowledge of language theory. The expediency of introduction of the system of exercises and tasks developed taking into account interlevel communications and intensive spelling workshop is substantiated. Methodical advice, selected exercises, covered in the study, can be useful for teachers of philology, students-interns of philological profile in preparation for Ukrainian language classes.
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Bukovtsova, Nina Ivanovna. "Difficulties of developing secondary school students’ spelling skills." Samara Journal of Science 5, no. 3 (September 1, 2016): 148–54. http://dx.doi.org/10.17816/snv20163302.
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The paper presents theoretical approaches to secondary school students spelling rule acquisition. It defines the main terms: spelling, skill, spelling skill, spelling activities, spelling task, spelling observation and control skill, dysgraphia, dysorthography. The author describes types of spelling skills developed at school: finding parts of words spelt according to the spelling rules, spelling words according to the rules, graphic marking of difficult spelling, finding and correcting spelling mistakes. The paper reveals conditions and criteria of successful school students spelling skills development: high scientific level of teaching spelling, correlation of spelling skills and speech development, knowledge of spelling rules and the scheme of their application, a thoroughly developed system of exercises to practice the rules. The author focuses on difficulties of using these rules in writing: difficulties of spelling rules acquisition caused by spelling rules variety, poor formedness of cognition, low motivation level, inability to process information and difficulties in applying spelling rules related to spelling task setting and its solution. The author describes mistakes caused by poor spelling rules acquisition such as mistakes in words and their significant parts, mistakes in cursive, separate and hyphenate word spelling, mistakes in capital and small letter usage, mistakes in word break. Differential diagnostics of specific spelling mistakes is presented. The types of dysorthography and their characteristics are defined. The paper lists the principles of Russian spelling the breach of which results in mistakes.
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Hilte, Maartje, Mieke Bos, and Pieter Reitsma. "Effects of spelling pronunciations during spelling practice in Dutch." Written Language and Literacy 8, no. 2 (December 31, 2005): 61–77. http://dx.doi.org/10.1075/wll.8.2.06hil.
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Because it is often assumed that difficulties in spelling are of phonological origin, the aim of this study was to examine whether emphasis on the pronunciation of individual graphemes is beneficial for learning to spell words in poor spellers. In the first experiment Dutch children with a spelling deficit had to practice words in two types of exercises: (1) full production after memorizing the orthographic pattern, and (2) a special pronunciation, so-called spelling pronunciation, accompanied by full production after memorizing. Spelling pronunciation showed to have no additional effect on spelling. The orthographic information might have overruled the effect of spelling pronunciation. Therefore, in Experiment 2 orthographic information was excluded from the comparison between training with spelling pronunciation and training with normal pronunciation. Spelling pronunciation appeared to be more effective than normal pronunciation. However, spelling pronunciation was as effective as priming the orthography in memorization training, which may indicate that the common process of uncovering orthographic details is the main driving force for accelerated learning.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.
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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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Bredikhina, S. V. "Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students." Prepodavatel XXI vek, no. 1, 2020 (2020): 142–53. http://dx.doi.org/10.31862/2073-9613-2020-1-142-153.
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The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.
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Zuidema, J. J., and J. Weber. "Dt-Duiveltje." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 89–102. http://dx.doi.org/10.1075/ttwia.35.09zui.
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Dutch verb spelling is a rather complicated system of rival orthographic pre-scriptions. The spelling of Dutch verbs not only depends on their pronuncia-tion, but also on syntax and semantics. Pupils are often incapable of learning the system, even after many hours of verb spelling instruction. Investigations lead to the insight that a rule-oriented algorithmic method is more effective than traditional methods. But pupils still make a lot of errors. In this study we investigate how computers can improve verb-spelling performance of pupils. A first way could be the use of a word processor with an built-in spelling checker. Spelling checkers find errors in typed text, but existing spelling checkers cannot correct Dutch verbs automatically. Artificially Intelligent spelling checkers will do (but will be expensive for instructional use). A second way of improving spelling performance is the use of tutorial programs. We discuss algorithm-based instructional programs that introduce and train the verb spelling system and its underlying concepts. As a third way to improve spelling performance we introduce the instructional program DT-DUIVELTJE (DT-DEMON). DT-DEMON can be characterized as a half-automatic spelling checker for Dutch verbs. In most cases it can find and correct verb spellings automatically. In the remaining cases DT-DEMON asks the user one or two questions, in order to complete the analysis. The core of the program is a simulation of a human expert in verb spelling. An expert is supposed to find correct orthographic prescriptions as a result of very economic decisions, i.e. based on an analysis of lower-order language regularities. For instance, when the spelling of a verb can be found by analyzing letter sequences, a syntactic analysis can be omitted. In this way an expert writes far more verbs correctly as a result of automatic pattern recognition. Although the internal inference mechanism of DT-DEMON is one of pat-tern recognition, the dialogue with the user is rule-oriented. The program also knows the rule-oriented algorithm for verb spelling. A final remark about the way DT-DEMON internally processes, concerns the number of analyses performed. The program does not just stop searching when it finds a solution, but continues until all solutions are found. The number of successful redundant analyses is an indication of the degree of difficulty of the spelling problem. A lot of solutions means: easy; just one solution means: a less simple problem; not even one complete, automatically found solution means: pay attention, this is a difficult problem. DT-DEMON is suitable for instructional purposes once a pupil has learned the rules that govern verb spelling. The program works like an online spelling checker. When there is a difficult spelling problem, and the program cannot find a complete solution itself, it will ask the student for help. By doing so, it prevents errors due to premature automatization of spelling skills. The use of DT-DEMON is not restricted to precooked exercises, it can handle free language productions.
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Гуркова and Irina Gurkova. "Dictionaries and Methods of Using Dictionaries at the Russian Language Lessons in a Primary School." Primary Education 3, no. 5 (October 19, 2015): 46–52. http://dx.doi.org/10.12737/14776.
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The paper provides evidence, that it is necessary to use different types of dictionaries, such as spelling dictionaries, pronouncing dictionaries
and defining dictionaries, when teaching the Russian language to the primary school children. Specific features of each type of dictionaries
are described. Further, the main methodical approaches to using dictionaries are outlined. Also provided are various kinds of assignments and
exercises, which take into consideration age and psychological peculiarities of primary school children. The author places special emphasis on
the role of pronouncing and defining dictionaries.
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Novika, Marina, and Anna Ščuka. "Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 128–45. http://dx.doi.org/10.37384/va.2020.16.128.
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The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.
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Prishchepova, I. V. "Overcoming Disorthography of Primary Schoolchildren with General Speech Underdevelopment." Russian language at school 81, no. 3 (May 21, 2020): 46–51. http://dx.doi.org/10.30515/0131-6141-2020-81-3-46-51.
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The article discusses mechanisms of various kinds of disorthography (conditioned by the underdevelopment of morphological, phonemic and graphical bases of orthographic activity) in schoolchildren with general speech underdevelopment. It offers basic methodology and techniques to correct disorthography conditioned by inadequate child acquisition of phonemic, traditional principles of orthography and principles of graphics. A systematic work on the development of psychological and language components of this type of learning activity coupled with oral speech disorder overcoming facilitates successful acquisition of program requirements by such children. The following methods were used: practical (exercises, modelling, construction, schematization, games), visual (observation, image study, image and practical activity results demonstration, stimulus material demonstration), verbal methods (conversation, narration, method of language analysis and synthesis, grammar and orthographic tasks solution). The article covers the results of many years of positive experience in the correction of various types of disorthography of primary schoolchildren with general speech underdevelopment. Formation of grammatical and orthographic activity, the basics of speech and language competences, Russian language academic performance increase are prerequisites of linguistic personality development and child self-development. The practical importance of the research lies in the development and testing of methods of disorthography correction of children with general speech underdevelopment. The given methodology helps to improve their spelling skills and allows to carry out a purposeful and controlled formation of spelling activity. The results can be used in the work of speech therapy centers and educational establishments which carry out inclusive students’ education.
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Kochubei, Viktoriia. "CHALLENGES OF WRITING ACADEMIC ESSAYS AND WAYS OF OVERCOMING THEM." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 147–56. http://dx.doi.org/10.31861/gph2021.831-832.147-156.
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The paper highlights major challenges in writing academic essays. The article reveals the role of essay writing in studying, communication, creating and conveying information. The work on an academic essay requires development of three types of competences – metalinguistic, communicative and discourse competence. Difficulties in writing essays emerge when learners fail to recognize essential text properties – text cohesion and coherence, informativeness and modality. Lack of a deep analysis of the subject under study, superficial conclusions and poor analytical skills result in producing a one-dimensional, linear text. Insufficiently reasoned structure elements of the text can sometimes provoke learners to provide examples contrary to the topic sentence. The main way of solving this problem is making a logical and structural scheme, – an outline, before starting to write the text. It is equally important to follow the principle of ordering information, organizing the material in a certain succession, keeping the line of reasoning throughout the text. Learners can choose a relevant way of information organization – cause and effect, chronological, spacial and thematic. The article contains examples of exercises aimed at choosing an appropriate way of representing information and exercises for developing discourse competence. Another category of difficulties embraces lexical and stylistic, grammar and spelling mistakes. These errors deal with the operational dimension of the text and their prevention requires developing necessary competencies by doing special exercises to improve the technical aspects of writing. Writing an essay implies keeping to the language norms, grammar and stylistic accuracy. Scientific and research papers are characterized by developed syntactic constructions, complex sentences with clauses of cause and result, abstract vocabulary, while colloquial words and expressions must be omitted. Academic essay is viewed as a product of analytical research work, as a multidimensional text that integrates operational, cultural and critical components. The content of the academic text depends primarily on the depth of information analysis and its critical comprehension. The profound research work triggers the generation of new ideas. Regular and stage-by-stage work on writing the academic essay promotes the development of academic literacy skills. In addition, writing essays helps to train analytical and metalinguistic skills, shapes a personality, capable of thinking critically and articulating ideas.
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Vlasiuk, Iryna V. "Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (March 24, 2021): 71–78. http://dx.doi.org/10.52534/msu-pp.7(1).2021.71-78.
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The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students
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Jintana Putamata. "Thai Spelling Exercises for Foreign Students." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 21, no. 2 (February 2015): 65–90. http://dx.doi.org/10.22473/kats.2015.21.2.003.
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Bodén, Marie, and Mikael Bodén. "Evolving spelling exercises to suit individual student needs." Applied Soft Computing 7, no. 1 (January 2007): 126–35. http://dx.doi.org/10.1016/j.asoc.2005.03.001.
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Bos, Mieke, and Pieter Reitsma. "Experienced teachers’ expectations about the potential effectiveness of spelling exercises." Annals of Dyslexia 53, no. 1 (January 2003): 104–27. http://dx.doi.org/10.1007/s11881-003-0006-4.
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Lombardino, Linda J., Tara Bedford, Christine Fortier, Jennifer Carter, and John Brandi. "Invented Spelling." Language, Speech, and Hearing Services in Schools 28, no. 4 (October 1997): 333–43. http://dx.doi.org/10.1044/0161-1461.2804.333.
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Types and distributions of spelling patterns were identified in the invented spelling samples of 100 children in the second semester of their kindergarten year. Invented spellings were studied because they provide a valid measure of children’s phonemic awareness in print—a skill that is highly correlated with reading success in the early stages of literacy acquisition. The subjects’ spelling errors were used to develop a taxonomy of 10 invented spelling patterns and 21 response types that characterized the children’s most frequently occurring spellings of graphemes targeted for analysis in 12 words. The acquisition of spelling patterns was examined by dividing the children into three groups based on the phonemic accuracy of their spellings on a pre-readirng instrument. A developmental ordering of spelling patterns is presented and relationships among phonological awareness, spelling, and reading are discussed as they are relevant to speech-language pathologists treating children who are at risk for reading disabilities.
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San, Maocuo, Zhijie Cai, Rangzhuoma Cai, and Jizhaxi Dao. "Analysis on types of spelling errors in true Tibetan characters." MATEC Web of Conferences 336 (2021): 06019. http://dx.doi.org/10.1051/matecconf/202133606019.
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Spelling error checking is a challenging research topic with a wide range of applications such as text editing, word processing, spell checking, teaching, etc. As an alphabetic language, spelling errors in Tibetan could be categorized into three types, namely, non-true type, true type, and punctuation misuse. In order to study true Tibetan syllable spelling error in much more depth, the article analyses the types of Tr u e Tibetan syllable spelling errors based on Tibetan word formation rules, grammar and semantic features laying a foundation for Tibetan spelling error checking research.
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Isailovic, Mariјa. "SADRŽAJI IZ PRAVOPISA U UDžBENICIMA SRPSKOG KAO STRANOG JEZIKA NA NAPREDNOM NIVOU." Lipar, no. 71 (April 2020): 201–12. http://dx.doi.org/10.46793/lipar71.201i.
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In the teaching of Serbian as foreign language, spelling is taught at the elementary and middle level of knowledge, so that a student at an advanced level is able to use all spelling rules. The topic of this work is spelling materials in printed textbooks of Serbian as foreign language at an advanced level. Textbooks used in this work are printed during the 21st century, so later ones. The goal is to check and present spelling contents in textbooks for the students who study Serbian as a foreign language at an advanced level, as well as to get recommendations for the authors of future textbooks. It can be expected that: a) in university textbooks for advanced level there are activities to systematize knowledge acquired at an elementary and intermediate level, as well as compound tasks which combine more spelling rules; b) spelling contents in the textbooks for special courses are methodologically constructed in order to contribute undertoning and expanding of particular parts of knowledge. The analysis has shown that the latest textbook production pays attention to spelling and gives direction for the future authors. It can be inferred that: a) due to the lack of spelling instructions for foreigners only, it is necessary to introduce spelling exercises in textbooks (in accordance with textbook conception); b) in activities intended for improving ortography competence, spelling rules should be related to other competences.
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Vaca Uribe, Dr Jorge. "Serie Galileo para el aprendizaje de la ortografía." CPU-e, Revista de Investigación Educativa, no. 19 (July 10, 2014): 278–318. http://dx.doi.org/10.25009/cpue.v0i19.973.
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Cualquiera que sea el enfoque adoptado para la enseñanza de la escritura, éste deberá lograr que todos los niños y jóvenes lleguen a dominar el sistema gráfico y ortográfico de su lengua, y para ello la didáctica prevista deberá otorgarle un espacio y un tiempo para su enseñanza, según el desarrollo de los proyectos y las secuencias didácticas planeadas. Comprender ese sistema gráfico y ortográfico es una condición necesaria, aunque no suficiente, para dominarlo, y dicha comprensión no debe confundirse con la memorización de las “reglas de ortografía” ni puede ser reemplazada por la tecnología de apoyo a la escritura, como los correctores ortográficos de los procesadores de texto, mediocres y poco sensibles al contexto sintáctico. Además, aunque se estén extendiendo usos relajados “del código” de escritura mediante ciertas tecnologías de la comunicación (en mensajes por celular, chats, blogs), los usuarios han de conocer todos los “registros” ortográficos y poder usarlos en los contextos apropiados. Finalmente, dicha comprensión es indispensable para entender y tomar una postura frente a las reformas ortográficas, más o menos frecuentes.Por lo anterior, compartimos con los maestros un conjunto de reflexiones y de tipos de actividades útiles para abordar la enseñanza de la ortografía del español en la escuela primaria, actividades cuya eficiencia se probó en la práctica con niños durante casi una década. Estos tipos de ejercicios son sólo una muestra, abierta para que el maestro pueda adaptarla, en contenido y forma, a la población de niños con la que trabaja. AbstractAny approach that could be adopted to teach writing must make that all children master the graphic and orthographic system of his language and, for that, the didactic design must include space and time enough for its teaching in accordance with the projects development and the planed didactic sequences. Understanding that graphic and orthographic system is a necessary but not sufficient condition to master it, and such comprehension must not be confused for the mechanic memorization of any set of "orthographic rules", either replaced by technological supports for writing such as word processors' spell checkers, particularly inefficient (in the case of Spanish writing) because of its lack of sensibility to syntactic context. Even if certain uses of "relaxed" orthographic codes are spread out by some communication platforms like cellular phones, chats and blogs, the users must handle all the orthographic registers and use them in appropriate contexts. Finally, such comprehension is indispensable for the treatment and adoption of a personal posture facing the more than less frequent orthographic reforms.So, we share with teachers a set of reflections and a set of types of activities useful for the teaching of the Spanish spelling at the primary school. The efficiency of those activities has been proved in practice with children during almost a decade. These kinds of exercises are only an open sample that the teacher could adapt, in form and content, to the population he is working with.Recibido: 05 de octubre de 2012Aceptado: 01 de abril de 2013
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Larionova, L. G. "Speaking and Spelling Exercises: Their Role in Teaching Using Communicative-activity Approach." Russian language at school 80, no. 5 (September 17, 2019): 7–12. http://dx.doi.org/10.30515/0131-6141-2019-80-5-7-12.
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YUZBEKOVA, Saimat Beybalaevna. "SPELLING DICTIONARIES AND MODERN PROBLEMS OF THE LEZGI SPELLING." Herald of Daghestan Scientific Center of Russian Academy of Science, no. 77 (July 30, 2020): 75–80. http://dx.doi.org/10.31029/vestdnc77/10.
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This article deals with the topical issue of not only Lezgin, but the whole Daghestan lexicography as spelling and, in particular, spelling dictionaries are the basis for all types of dictionaries. A complete dictionary with a set of spelling rules is the main tool for creating good national single-language and national-Russian bilingual dictionaries, while lack of them, complemented and revised to meet the requirements of time, creates a lot of linguistic problems. In this article we are trying to emphasize what is important and necessary in a spelling dictionary, which is permissible, but with a caveat, and what is not acceptable at all for a certain type of dictionary.
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Sardar Babayeva, Ruqayya. "Organization of work on literary pronunciation in primary school." SCIENTIFIC WORK 56, no. 07 (August 4, 2020): 96–99. http://dx.doi.org/10.36719/2663-4619/56/96-99.
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Pronunciation means speaking in accordance with the general norms of our language. Literature requires adherence to the rules of pronunciation of individual words, even speech sounds. The set of these rules is called orthoepic norms. Spelling normalizes the written branch of our literary language. In our language, the pronunciation of some words is the same: for example, mother, morning, pomegranate, and so on. The basics of Azerbaijani orthoepy should be taught in practice from the first grade. Spelling exercises vary in nature. N.S. Rozhdestvensky shows its three groups: 1) due to the perceptual nature of students; 2) due to the nature of the analyzers involved in the implementation; 3) according to the purpose of the lesson. The formation of the spelling rule in this way leads to its automation. Key words: Pronunciation, norm, difference, speech, practice, identify
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Omar, Jamal Ali. "Kurdish EFL Learners’ Spelling Error Types and Sources." Journal of University of Raparin 6, no. 2 (October 23, 2019): 111–20. http://dx.doi.org/10.26750/vol(6).no(2).paper8.
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The current study investigates the types and sources of spelling errors of Kurdish EFL learners. To this end, 82 argumentative articles written by university-level students were analyzed to identify the spelling errors. The process of classification and identification of the error type in the research was based on Cook’s (1997) familiar categories of errors. The results obtained showed that the type of errors were omission, insertion, substitution, transposition, space accuracy and capitalization. Those errors were originated from various sources among which instructional, overgeneralization and pure were prominent. It was also concluded that letter/sound correspondence creates problem for the learners. Interpretation of the results implies that pedagogical decision and further research is required in the learning context of Kurdish EFL learners.
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Pavlista, Alexander D. "Potato Types & Characteristics: Laboratory Exercises." American Biology Teacher 59, no. 1 (January 1, 1997): 30–34. http://dx.doi.org/10.2307/4450237.
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Al-Bereiki, Sheikha A., and Abdo M. Al-Mekhlafi. "Spelling Errors of Omani EFL Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 4 (December 1, 2015): 660. http://dx.doi.org/10.24200/jeps.vol9iss4pp660-676.
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The purpose of this study was to explore the types of spelling errors students of grade ten make and to find out whether there were any significant differences between males and fe- males with respect to the types of spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researchers manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contex- tualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten stu- dents were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies.
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Saeed Al-Sobhi, Bandar Mohammad, Sabariah Md Rashid, Ain Nadzimah Abdullah, and Ramiza Darmi. "Arab ESL Secondary School Students’ Spelling Errors." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 16. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.16.
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English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy.
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Westwood, Peter. "The correlation between results from different types of spelling test and children's spelling ability when writing." Australian Journal of Learning Disabilities 4, no. 1 (March 1999): 31–36. http://dx.doi.org/10.1080/19404159909546584.
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Rodionova, Irina O. "A system of exercises for forming spelling activities through a cognitive and communicative approach." Science and School, no. 6 (2020): 120–29. http://dx.doi.org/10.31862/1819-463x-2020-6-120-129.
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de Partz, Marie-Pierre, Aliette Lochy, and Agnesa Pillon. "Multiple Levels of Letter Representation in Written Spelling: Evidence From a Single Case of Dysgraphia with Multiple Deficits." Behavioural Neurology 16, no. 2-3 (2005): 119–44. http://dx.doi.org/10.1155/2005/741623.
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In this paper, we report a detailed analysis of the impaired performance of a dysgraphic individual, AD, who produced similar rates of letter-level errors in written spelling, oral spelling, and typing. We found that the distribution of various letter error types displayed a distinct pattern in written spelling on the one hand and in oral spelling and typing on the other. In particular, noncontextual letter substitution errors (i.e., errors in which the erroneous letter that replaces the target letter does not occur elsewhere within the word) were virtually absent in oral spelling and typing and mainly found in written spelling. In contrast, letter deletion errors and multiple-letter errors were typically found in oral spelling and very exceptional in written spelling. Only contextual letter substitution errors (i.e., errors in which the erroneous letter that replaces the target letter is identical to a letter occurring earlier or later in the word) were found in similar proportions in the three tasks. We argue that these contrasting patterns of letter error distribution result from damage to two distinct levels of letter representation and processing within the spelling system, namely, the amodal graphemic representation held in the graphemic buffer and the letter form representation computed by subsequent writing-specific processes. Then, we examined the relationship between error and target in the letter substitution errors produced in written and oral spelling and found evidence that distinct types of letter representation are processed at each of the hypothetized levels of damage: symbolic letter representation at the graphemic level and representation of the component graphic strokes at the letter form processing level.
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Henbest, Victoria S., and Kenn Apel. "The Relation Between a Systematic Analysis of Spelling and Orthographic and Phonological Awareness Skills in First-Grade Children." Language, Speech, and Hearing Services in Schools 52, no. 3 (July 7, 2021): 827–39. http://dx.doi.org/10.1044/2021_lshss-20-00114.
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Purpose As an initial step in determining whether a spelling error analysis might be useful in measuring children's linguistic knowledge, the relation between the frequency of types of scores from a spelling error analysis and children's performance on measures of phonological and orthographic pattern awareness was examined. Method The spellings of first-grade children with typical spoken language skills were scored using the Spelling Sensitivity System (Masterson & Apel, 2010a); words were parsed into elements based on phonemes and then assigned a score based on the linguistic skills represented in the spelling. The children also completed more traditional measures of phonological and orthographic knowledge: an elision task and an orthographic pattern awareness task. Results There was a moderate negative correlation between number of elements omitted in the children's spellings (e.g., the child did not represent a phoneme with a letter[s] and performance on the phonological awareness task). There also was a moderate negative correlation between frequency of orthographically based spelling errors (e.g., spelling an element with a letter[s] that could never represent that sound in English) and performance on the orthographic pattern and phonological awareness measures. Conclusions These findings suggest that specific types of scores on the spelling error analysis provided information about the children's phonological awareness and orthographic knowledge. They also support continued investigations on the use of a systematic spelling error analysis for measuring phonological awareness and orthographic knowledge and highlight the potential utility of the analysis procedure in the educational setting.
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ATTIA, MOHAMMED, PAVEL PECINA, YOUNES SAMIH, KHALED SHAALAN, and JOSEF VAN GENABITH. "Arabic spelling error detection and correction." Natural Language Engineering 22, no. 5 (March 18, 2015): 751–73. http://dx.doi.org/10.1017/s1351324915000030.
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AbstractA spelling error detection and correction application is typically based on three main components: a dictionary (or reference word list), an error model and a language model. While most of the attention in the literature has been directed to the language model, we show how improvements in any of the three components can lead to significant cumulative improvements in the overall performance of the system. We develop our dictionary of 9.2 million fully-inflected Arabic words (types) from a morphological transducer and a large corpus, validated and manually revised. We improve the error model by analyzing error types and creating an edit distance re-ranker. We also improve the language model by analyzing the level of noise in different data sources and selecting an optimal subset to train the system on. Testing and evaluation experiments show that our system significantly outperforms Microsoft Word 2013, OpenOffice Ayaspell 3.4 and Google Docs.
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Родионова, И. О. "About Methodological Aspects of CHOICE TRAINING IN Spelling ACTION." Психолого-педагогический поиск, no. 3(55) (October 29, 2020): 52–60. http://dx.doi.org/10.37724/rsu.2020.55.3.007.
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В статье представлено исследование методической интерпретации психологических источников правописания в связи с неразработанностью проблемы формирования орфографических действий посредством использования когнитивно-коммуникативного подхода на этапе выбора написания. Теоретически обоснована целесообразность когнитивно-коммуникативного подхода при изучении орфографии в 5–7-х классах, то есть на основном этапе формирования орфографических умений; определены основные свойства орфографических действий, а также условия эффективности их формирования, описаны механизмы выбора и контроля в письменной речи, их значение для формирования функциональной грамотности. Применение когнитивно-коммуникативного подхода в методике обучения орфографии на основном этапе ее изучения, описание условий реализации данного подхода при формировании ведущего орфографического умения на основном этапе, определение роли обучения выбору для формирования орфографического способа действия и развития речи учащихся; анализ состояния орфографической грамотности учащихся 5–7-х классов, описание стратегий выбора орфографических написаний в соответствии с типами мышления учащихся и типологии целесообразных упражнений для формирования орфографической грамотности на основе обучения выбору написаний составляют научную новизну представленных материалов. В ходе исследования автором сделаны выводы о том, что речевой опыт учащихся в сфере формирования грамотности имеет «стихийный», неуправляемый характер, ученики 5–8-х классов не могут осуществлять осознанный выбор, связанный с рационально-логическим видом мышления, что ведет к ошибочному написанию,поскольку у них недостаточно развиты умения выбирать и контролировать орфографические действия, способность к саморегуляции. В связи с этим необходима разработка приемов обучения учащихся стратегиям выбора и самоконтроля, подбор целесообразных упражнений с учетом процессуальных аспектов данного вида деятельности. The article investigates psychological factors contributing to spelling performance through the prism of spelling teaching methodology. The relevance of the issue is accounted for by the fact that the problem of applying the cognitive communicative approach to spelling instruction is underinvestigated. The article provides theoretical substantiation for the expediency of applying cognitive communicative approach to teaching spelling to students of fifth through seventh grades, that is at the main level of spelling skills development. It defines major spelling strategies and the conditions that ensure efficient development of spelling skills. It describes the mechanisms of choosing spelling patterns and the mechanisms of self-regulation and their importance for functional literacy formation. The scientific novelty of the research consists in the following: the article describes the application of the cognitive communicative approach at the early stage of teaching spelling, it describes the prerequisites for the application of the approach at the main stage the learning process, it underlines the importance of teaching students to choose correct spelling patterns, it assesses fifth through seventh graders’ literacy, it highlights that the strategies of choosing correct spelling patterns are closely related to students’ thinking strategies, it describes the typology of exercises aimed at teaching spelling. The author of the article concludes that students of fifth through eighth grades cannot fully control their speech and spelling patterns and their choice of spelling patterns is often spontaneous and is not rational. They cannot fully control their spelling and choose correct spelling patterns. Therefore special tasks should be used to teach them to choose correct spelling patterns and to ensure self-regulation.
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Alipour, Maryam, Khazriyati Salehuddin, and Siti Hamin Stapa. "An Overview of the Persian EFL learners’ Spelling Difficulties." International Journal of Multicultural and Multireligious Understanding 6, no. 6 (December 13, 2019): 127. http://dx.doi.org/10.18415/ijmmu.v6i6.822.
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Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.
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Rohl, Mary, and William E. Tunmer. "Phonemic segmentation skill and spelling acquisition." Applied Psycholinguistics 9, no. 4 (December 1988): 335–50. http://dx.doi.org/10.1017/s0142716400008043.
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ABSTRACTA spelling-age match design was used to test the hypothesis that deficits in phonologically related skills may be causally related to difficulties in acquiring basic spelling knowledge. Poor grade 5 spellers, average grade 3 spellers, and good grade 2 spellers matched on a standardized spelling test, and a group of good grade 5 spellers matched by chronological age with the poor grade 5 spellers were administered a phonemic segmentation test containing nondigraph pseudowords and an experimental spelling test containing words of the following four types: exception, ambiguous, regular, and pseudowords. Consistent with the hypothesis, it was found that when compared with the poor spellers, the average and good spellers performed better on the phonemic segmentation task, made fewer errors in spelling pseudowords, and made spelling errors that were more phonetically accurate.
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Simoës-Perlant, Aurélie, Tonia Lanchantin, Cecilia Gunnarsson-Largy, and Pierre Largy. "Instant messaging, digital writing and spelling production quality in French." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 41, no. 2 (December 31, 2018): 161–78. http://dx.doi.org/10.1075/li.00018.sim.
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Abstract The increased use of digital writing led to the appearance of written content that may differ from the standards of spelling. Writing instant messages leads to the production of two different types of written forms that differ from standard spelling: (a) those that can be confused with misspellings and (b) those that cannot. We showed that the production of the second type of modifications has no effect on spelling production. Our research protocol allowed comparing two corpora (written in 1974 and 2012). These results showed that when a modification has no orthographic equivalent, its use cannot damage the quality of spelling production. When it does, the effect on spelling may be negative.
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Kohnen, Saskia, and Lyndsey Nickels. "Teaching Children With Developmental Spelling Difficulties in a One-on-One Context." Australasian Journal of Special Education 34, no. 1 (May 1, 2010): 36–60. http://dx.doi.org/10.1375/ajse.34.1.36.
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AbstractThe aim of this article is to provide clinical and practical guidance for the provision of one-on-one intervention for children with spelling difficulties. We briefly discuss the requirements of theoretically guided assessment and suggest some norm-based assessment tools in this light. The main focus of this article is on teaching children with spelling difficulties in a one-on-one context. Previous research has shown that children present with spelling difficulties of different types and that intervention is most effective when targeted at the specific difficulty. Hence, we outline different interventions for different subtypes of developmental spelling difficulties.
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Bradley, John M., and Priscilla Vacca King. "Effects of Proofreading on Spelling: How Reading Misspelled and Correctly Spelled Words Affects Spelling Accuracy." Journal of Reading Behavior 24, no. 4 (December 1992): 413–32. http://dx.doi.org/10.1080/10862969209547789.
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The effects of proofreading on the spelling accuracy of fifth-grade students were studied by having them read and detect errors in text containing misspelled words. The treatment involved an error detection task requiring a decision as to whether an underlined stimulus word embedded in a sentence was correctly spelled or misspelled. Serving as their own controls, the students were exposed to three spelling exposure frequency conditions during the proofreading treatment: (a) four exposures to a misspelling, (b) two exposures to a misspelling and two exposures to the correct spelling, and (c) four exposures to the correct spelling. The students proofread two types of spelling words in terms of sound-spelling correspondence; half were predictable and half were unpredictable. The major finding was that exposure to correctly spelled words did improve spelling accuracy for immediate and delayed posttests. Exposure to misspelled words did not significantly affect the spelling accuracy of the sample as a whole, but the accuracy of a few outliers was substantially impaired. Unpredictable words were found more difficult to spell than predictable words. No interaction was found between spelling ability and spelling accuracy improvement as the result of proofreading correctly spelled words; poor spellers improved as much as average and good spellers.
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Schlapp, Ursula, and Geoffrey Underwood. "Reading, spelling and two types of irregularity in word recognition." Journal of Research in Reading 11, no. 2 (September 1988): 120–32. http://dx.doi.org/10.1111/j.1467-9817.1988.tb00155.x.
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Lillo-Navarro, Carmen, Joaquina Montilla-Herrador, Pilar Escolar-Reina, Silvana Oliveira-Sousa, Jose García-Vidal, and Francesc Medina-Mirapeix. "Factors Associated with Parents’ Adherence to Different Types of Exercises in Home Programs for Children with Disabilities." Journal of Clinical Medicine 8, no. 4 (April 5, 2019): 456. http://dx.doi.org/10.3390/jcm8040456.
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There is a lack of knowledge with regard to the adherence to different types of exercises prescribed for children with disabilities. The aim was to examine parents’ adherence to prescriptions of different types of home exercises; to identify associated factors related to the parents, the children and the environment, and to assess the relative influence of the behaviour of health professionals. Parents (393) were recruited from 18 early intervention centres. A cross-sectional survey using a self-reported questionnaire was used to examine whether three types of exercises (“flexibility exercises”, “neuromotor development training” and “body mechanics and postural stabilisation”) were prescribed in their home programs; if the child had received exercises according to a prescription; and items related to the parents, child, environment, and health professionals. The adherence rates were different among the types of exercises. Parents with low perception of barriers and high self-efficacy had a higher adherence to neuromotor development training and postural stabilization, whereas parents with a high level of knowledge increased their odds of adherence to flexibility exercises. Health professionals’ behaviour had a distinct influence on the adherence to different exercises. This study suggests the need to specifically consider the types of exercises prescribed in the management of adherence to home programs.
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Beshenkova, E. V., and O. E. Ivanova. "About the Academic Description of Russian Spelling. (To Spelling Rule Theory)." Russian language at school 81, no. 5 (September 15, 2020): 61–66. http://dx.doi.org/10.30515/0131-6141-2020-81-5-61-66.
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The article is devoted to the concept of a rule as a tool of scientific and orthological description. A rule is a conventional kind of scientific interpretation in any writing system, such as the description of morphological types in morphology or syntactic models in syntax. In this regard, rules must comply with the requirements for tools of scientific and orthological description. A rule as a tool for scientific description should be internally consistent and not contradict other rules, clearly define the described range of phenomena, cover all cases, clearly distinguish between the scope of the rule and the scope of the dictionary, be terminologically correct. As an orthological tool, a rule should not only correspond to the modern norm, but also determine the vector for future codifications. As a modern orthological tool, a rule should be accompanied by a commentary. The purpose of this commentary is to show the reader the scientific and methodological validity of both a general approach to describing the problems of different sections of the spelling, and each specific rule, to present a range of different interpretations of a particular spelling and justify the proposed one. The proposed description is based on the authors’ theoretical views on writing as a self-developing system and on the role of codifiers as a subjective factor in the development of this system. The conclusions are based on studies of historical changes in each spelling rule and writing in general, as well as modern fluctuations observed in spelling practice and directions for their elimination. This article reveals the authors’ approach to creating a commented set of rules for Russian spelling – a complete, consistent, scientific description of writing in the common form of rules that meets modern standards.
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Bosman, Anna M. T., Martijn van Huygevoort, Joep T. A. Bakker, and Ludo Verhoeven. "Learning to spell in second grade using the spelling checker." Constraints on Spelling Changes 10, no. 2 (December 31, 2007): 163–83. http://dx.doi.org/10.1075/wll.10.2.01bos.
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The spelling process of Dutch second-grade students using the word processor was studied in three different feedback conditions. In the no-feedback condition, they merely had to type words without being told whether the spelling was correct or not. In one of the feedback conditions they were only told whether the word was spelled correctly, whereas in the other feedback condition they were given suggestions when words were spelled incorrectly. Students learned about the spelling of words without receiving feedback. Providing feedback, however, improved spelling performance substantially more than no-feedback. The nature of the feedback affected spelling performance of native and non-native Dutch words differently. Native Dutch words benefited more from suggestions than non-native words, and both word types benefited equally when no suggestions were provided. The quality of the suggestions provided by the spelling checker was substantially better in case of native Dutch words. Thus, Dutch second graders are capable of making efficient use of the spelling checker only in case of native Dutch words.
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Tagg, Caroline, Alistair Baron, and Paul Rayson. "“i didn’t spel that wrong did i. Oops”." SMS Communication: A linguistic approach 35, no. 2 (December 31, 2012): 367–88. http://dx.doi.org/10.1075/li.35.2.12tag.
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Spelling variation, although present in all varieties of English, is particularly prevalent in SMS text messaging. Researchers argue that spelling variants in SMSes are principled and meaningful, reflecting patterns of variation across historical and contemporary texts, and contributing to the performance of social identities. However, little attempt has yet been made to empirically validate SMS spelling patterns (for most languages, with the notable exception of French) and verify the extent to which they mirror those in other texts. This article reports on the use of the VARD2 tool to analyse and normalise the spelling variation in a corpus of over 11,000 SMSes collected in the UK between 2004 and 2007. A second tool, DICER, was used to examine the variant and equivalent mappings from the normalised corpus. The database of rules and frequencies enables comparison with other text types and the automatic normalisation of spelling in larger SMS corpora. As well as examining various spelling trends with the DICER analysis it was also possible to place the spelling variants found in the SMS corpus into functional categories; the ultimate aim being to create a taxonomy of SMS spelling. The article reports on the findings from this categorisation process, whilst also discussing the difficulty in choosing categories for some spelling variants.
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Sampaio, Maria Nobre, and Simone Aparecida Capellini. "Intervention program efficacy for spelling difficulties." CoDAS 26, no. 3 (June 2014): 183–92. http://dx.doi.org/10.1590/2317-1782/201420140374.
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OBJECTIVE: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. METHOD: We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. RESULTS: The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. CONCLUSION: The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.
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DeMaster, Vicki K., Cathy L. Crossland, and Ted S. Hasselbring. "Consistency of Learning Disabled Students' Spelling Performance." Learning Disability Quarterly 9, no. 1 (February 1986): 89–96. http://dx.doi.org/10.2307/1510406.
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Spelling accuracy and error patterns were assessed to determine the consistency of learning disabled subjects' spelling performance on varying forms of word presentations. A dictated word list assessment and a dictated paragraph assessment were administered to 20 learning disabled students in third through sixth grade. A detailed error analysis, based on phonetic principles and predictable generalizations, was performed on all misspelled words. Results indicated that the learning disabled subjects' spelling accuracy was consistent across the two dictation formats. This consistency did not vary greatly between good and poor spellers. Comparisons of the two forms of dictated presentations revealed that the specific types of spelling errors demonstrated also were quite consistent. Such error-pattern consistency indicates that the learning disabled subjects utilized systematic approaches to spelling dictated words. Hence, the findings support the use of diagnostic error-analysis techniques with learning disabled students, as well as a structured approach to the teaching of spelling related to orthography patterns.
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Purwanto, Andri. "TEACHING PRONUNCIATION USING VARIETIES OF PRONUNCIATION TEACHING MATERIALS AND PRACTICES." Scope : Journal of English Language Teaching 3, no. 2 (August 10, 2019): 81. http://dx.doi.org/10.30998/scope.v3i2.4129.
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<p><br />The objectives of this research are to design a varied materials for teaching pronunciation practices with fun and attractive, to introduce the correct spelling in teaching pronunciation and to encourage students in using English as medium of communication. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at Indraprasta PGRI University, Jakarta. This reserach tries to measure the output of learning pronunciation with pronunciation practice module which is designed according to Tergujeff’s pronunciation teaching materials: namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training; and Celce Murcia’s Pronunciation teaching materials. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.</p>
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Balakrishnan, P., and Daisy Abraham. "Aerobic exercises: Types and its benefit for children." International Journal of Nursing Education and Research 9, no. 1 (2021): 120–22. http://dx.doi.org/10.5958/2454-2660.2021.00030.2.
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Permatasari, Nur Endah, Ika Maiatun Khasanah, and Nur Alifiah Martia Putri. "Kesalahan Berbahasa dalam Majalah Pandawa IAIN Surakarta Edisi 2018 pada Tataran Ejaan dan Sintaksis." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 2, no. 2 (August 30, 2019): 103–14. http://dx.doi.org/10.30872/diglosia.v2i2.22.
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Language is a tool to express an opinion or statement that will be conveyed to others. There are two types in language media, namely oral language and written language. One work that uses written language as a communication medium is a magazine. To write a magazine, you must use a language structure that is good and right or in accordance with the rules of language. But often times in a magazine there are still many mistakes, for example, in the 2018 edition of Pandawa magazine, there are errors in language spelling and at the syntactic level. Types of language errors at the spelling level include errors in letter usage, word writing, use of punctuation, and combination spelling. Types of language errors at the syntactic level include, discourse, sentences, clauses, and phrases. This study aims to describe language errors, especially at the spelling level and at the syntactic level. The method used in this study is descriptive qualitative research, which describes the object of language errors in the 2018 edition of the Pandawa IAIN magazine. The techniques of data collection and data analysis are (1) collecting language errors, (2) identifying errors based on linguistic level (syntax, phonology, morphology, and spelling), (3) ranking errors, i.e. sorting errors based on the number of errors, (4) explaining conditions, explaining what is wrong, the cause of errors, and how to correct errors, (5) predicting linguistic level that is prone to errors, (6) correcting errors, namely correcting errors, finding the right way to reduce or eliminate these errors. The results of this study, namely errors in the spelling level in the Pandawa IAIN Surakarta magazine, there are capital letters writing errors, italics, punctuation marks, and hyphens; errors at the syntactic level in the Pandawa IAIN Surakarta magazine, there are mistakes in phrases, and sentences.
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Kubota, Mariko. "Spelling correction strategies employed by learners of Japanese." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 67–80. http://dx.doi.org/10.1075/aral.28.1.05kub.
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Abstract This article analyzes the self-correction of spelling by learners of intermediate Japanese. Participants in this study consisted of 20 students with kanji (Chinese characters) background and 43 without. This study investigates (1) types of spelling errors made; (2) the success rate of corrections made when codes for types of errors (error-codes) were given; (3) strategies used for correcting spelling errors; (4) reasons for a failure to correct errors; and (5) measures for further improvement in correction rates. Three methods, including ‘think-aloud’, observation notes, and the writing of an essay before and after corrections, were used as research tools. The findings show a high rate of success in the self-correction strategies. The errors made by the students may be attributed to a number of different causes. On the basis of the findings, this article puts forth the following suggestions, among others: the provision of increased time for corrections, of more detailed instruction in kanji, and of correct pronunciation instruction; increased practice in the use of dictionaries; and improved codes to indicate types of errors.
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Zbyr, Iryna. "Spelling Mistakes Made by Korean Students on the Elementary Level of Learning Ukrainian as a Foreign Language." Journal of Arts and Humanities 6, no. 4 (April 16, 2017): 89. http://dx.doi.org/10.18533/journal.v6i4.1159.
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<p>Spelling is a basic literacy skill in any language as it is in communication. This research attempted to investigate the academic performance and spelling mistakes of the first-year students at the Department of Ukrainian Studies at Hankuk University of Foreign Studies in the Republic of Korea. The study included 20 students in the first semester and 18 – in the second. The finding of the study indicated that the students committed a number of spelling mistakes that affect the coherence of their academic written text. Also, the finding showed that these spelling errors may be attributed to mother tongue interferences in which they relate to the difference between the systems of both native language and foreign language. Data were collected through a battery of test on Beginning Ukrainian Grammar and Composition, which is taken by the students after their first and second semester. This study is aimed at singling out types of spelling mistakes and determining their reasons. Furthermore, this data allowed the author to come up with possible ways of avoiding or reducing the number of such errors. This research recommends that future investigations be conducted in the area to confirm the results of the current research in order to examine from other perspectives such as ages and grade. Due attention is paid to defining the term “spelling mistakes” in the process of learning Ukrainian as a foreign language on the elementary level. In addition, the effect of such mistakes on acquiring written communicative competence by the Korean students is examined. Types of mistakes that are referred to as “spelling mistakes” are defined in the article as well.</p>
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Ярица, Людмила Ивановна. "TERMINOLOGY STUDY BY FOREIGN STUDENTS AT THE PREPARATORY DEPARTMENT AT A TECHNICAL UNIVERSITY." Pedagogical Review, no. 6(34) (December 14, 2020): 129–39. http://dx.doi.org/10.23951/2307-6127-2020-6-129-140.
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Рассматривается вопрос преподавания русского языка как иностранного в техническом вузе России. Актуальность темы обусловлена ростом числа иностранных студентов в российских вузах и необходимостью скорейшего овладения ими русским языком. Описаны особенности изучения русской научной лексики, терминологического аппарата технических дисциплин, в частности языка математики, иностранными студентами, обучающимися на подготовительном отделении Томского государственного архитектурно-строительного университета. Проведен лингвистический эксперимент, в ходе которого студентам был предложен диктант, изобилующий научной лексикой; описаны результаты, а также нарушения произношения и написания терминов, так как главную трудность представляет именно изучение лексики научного стиля речи. Выявлены и описаны, структурированы особенности отступлений от нормы, предложены варианты работы по реализации программы отработки навыков нормативного письма иностранными студентами. Достаточно трудным является определение границы слова, написание букв в конце слова, восприятие шипящих согласных, парных согласных по глухости/звонкости, мягкости/твердости; определение рода имен существительных (в большинстве языков народов бывшего Советского Союза нет категории рода). В связи с этим возникает необходимость тщательно продумывать типы упражнений в соответствии с потребностью учащихся и их последовательность. The issue of teaching Russian as a foreign language in a technical university in Russia is considered. The relevance is due both to the increase in the number of foreign students in Russian universities and the need for them to master the Russian language as soon as possible in order to continue their studies in Russian. The aim of the work is to describe the features of mastering Russian scientific vocabulary, the terminology of technical disciplines, in particular, the language of mathematics by foreign students studying at the preparatory department of the Tomsk State University of Architecture and Civil Engineering (Building). A linguistic experiment was carried out, when students were offered to write a dictation, replete with scientific vocabulary. The results, as well as violations of pronunciation and spelling of terms have been described, since the main difficulty is precisely the study of the vocabulary of the scientific style of speech. The peculiarities of deviations from the standard were also identified, structured, and described. Options for the implementation of the program for the development of normative writing skills by foreign students were proposed. Rather difficult is the definition of the word boundary, writing letters at the end of a word, the perception of hissing consonants, paired consonants (unvoiced – voiced), soft – hard; determination of the gender of a noun (in most languages of the former Soviet Union there is no category of gender). This requires the necessity of elaborate thinking over the exercise types and their sequence in accordance with students’ needs. This work continues a series of methodical publications, the main aim of which is improving the quality of foreign student education in technical universities of Russia.
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Sundareva, E. A. "POSSIBILITIES OF EXERCISES OF RUSSIAN LANGUAGE TEXTBOOKS IN WORK ON TEACHING SPELLING VIGILANCE FOR YOUNGER PUPILS." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 2 2021 (2021): 87. http://dx.doi.org/10.17513/spno.30736.
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