An Analysis of English Common Spelling Errors
Chapter One
AIM OF THE STUDY
The aim of this project is to provide a theoretical assessment of English spelling error analysis, models for spelling error analysis and then to look into the sources of errors.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter focuses on how the topic has been discussed in some selected works such as Corder (1974), Richards (ed.) (1974), Ellis (1985), Anyidoho (2002), Agor (2003), Nimako (2008) among others. As part of the literature review, two theoretical frameworks namely: Error Analysis theory and the Structural Theory or Structuralism which will guide this study have been discussed in detail. An attempt has been made to examine the distinction between an Error and a Mistake. This chapter will also look at the broad issue of sources of errors and critically examine Contrastive Analysis‟ (C.A) assertion that the L1 is the sole source or prime cause of errors in foreign language learning.
CONCEPTUAL FRAMEWORK
The Structural Theory of language Learning
The Structural theory of language learning referred to as structural linguistic or structuralism will also guide this study. The theory views language as a system of structurally related elements for the encoding of meaning. According to Richard and Rodgers (1995:49) the Structural theory of language or structuralism has the following characteristics:
a/ That elements in a language were thought of as being linearly produced in a rule-governed (structure) way. b/ Language samples could be exhaustively described at any structural level of description (phonetic, phonemic, morphological etc). c/ That linguistic levels were thought of as systems within systems, that is they are pyramidally structured; phonemic systems lead to morphemic systems; and these in turn lead to the higher level systems of phrase, clause, and sentence. The Structural Theory of Language is therefore, an approach which analyses grammatical elements in terms of their form and order. That is to say that language involves a ruled-ordered process which includes addition, deletion and transposition of elements.
Distinction between Error and Mistake
It is good for a second language teacher to know exactly what errors his students make and why they make them. This will help him to adopt effective teaching strategies in order to handle his students‟ errors. Applied linguists differentiate between „error‟ and „mistake‟. Every language has a set of rules or a code for generating a „well-formed‟ sentence. A violation of this set of rules may result in an error.
What is an Error?
According to Yankson (1996) an „error‟ is a noticeable deviation from the rules of a target system. It is a breach of the language code. It may occur as a result of lack of knowledge or misapplication of the rules of the second language. Errors are recurrent, systematic and reveal ones level of competence in the language.
What is a Mistake?
A „mistake’ is a type of linguistic deviance, but it is a slip, the result of tiredness, emotional stress, nervousness, memory lapse or preoccupation with the subject. Native speakers also make mistakes. Mistakes are haphazard and unsystematic. The learner can oftentimes correct his own mistakes. The error analyst ignores learners‟ mistakes, sometimes referred to as “performance phenomenon” because they do not reflect the learner‟s competence. (Yankson (1996).
What are the Sources of Errors?
Even though most linguists believe that establishing the sources of learner‟s errors is a very important endeavour, they are unable to come to an agreement on how to conveniently classify them. Many researchers have tried to distinguish between different sources of errors. Richards (1995) identifies three different sources to include interference errors, but others make a distinction between transfer and intralingual errors. Ellis (1985:53.) however, traces sources of errors to include, L1 interference, over-generalization, fossilisation, transfer of training, and inconsistencies in the target language. Examples of errors given under this section, were those picked from the social media, interaction with friends, students and the public domain. Safo Adu (2009) and Nimako (2008) also provided useful examples.
CHAPTER THREE
RESEARCH METHODOLOGY
AREA OF STUDY
Ethiope East is a one of the 25 Local Government Areas in Delta State, Nigeria. Its headquarter is Otorhoragbon. Ethiope East LGA has three districts, namely, Abraka, Agbon and Otorhoragbon. It also has 67 villages. It has an area of 380 km² and a population of 200,792 according to the 2006 census.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine an analysis of english common spelling errors using selected secondary schools in Ethiope East Local Government, Delta State. The students from six (6) selected secondary schools in Ethiope East Local Government, Delta State form the population of the study.
The six (6) selected secondary school for this study are:
- Umiaghwa Secondary School, Abraka
- Ovu Grammar School, Ovu Inland
- Okpara Boys Secondary School
- Eku Girls Secondary School
- Baptist High School, Eku Town
- Anibor Standard Secondary School, Isiokolo
According to the register of the selected secondary schools, the population of the senior secondary school students is 965.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
DATA PRESENTATION
Table : Demographic data of respondents
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSION
In this study, our focus on an analysis of english common spelling errors using selected secondary schools in Ethiope East Local Government, Delta State. The study specifically was aimed at providing a theoretical assessment of English spelling error analysis, models for spelling error analysis and then to look into the sources of errors.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 180 responses were validated from the enrolled participants where all respondent are active students from the six (6) selected secondary schools in Ethiope East Local Government, Delta State.
The findings revealed that spelling errors makes learning and teaching difficult. Also, the findings revealed that spelling errors has affected the learning and teaching of English language to a very high extent. The findings further revealed that mother tongue interference and media are among the sources of English language spelling error.
RECOMMENDATION
Based on the responses obtained, the researcher proffers the following recommendations:
- First of all, there should be a vigorous approach to the teaching of grammar at all levels of our education system. A look at the English syllabus at the basic level confirms that subject – verb agreement (concord) as well as tenses and aspects are grammar topics that appear in the syllabus of the lower primary classes and these topics are repeated at the upper primary and also taught at the Senior High School. This means that the designers of the syllabus and policy makers of education saw the importance of grammar as far as learning English is concerned, and therefore, it is suggested that the grammar periods should be increased. Krashen (1982:10) defines language learning as, “conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them”. This means that the students must know the rules of the English language.
- Secondly, students should be made to use English more often since language proficiency comes with constant practice. Therefore, the four (4) basic skills of acquiring competence in every language which are: listening, speaking, reading and writing should be emphasized and encouraged in our schools. The school authorities should create an environment that will make it possible for students to use the English language every time.
- Furthermore, parents and teachers should encourage students to read extensively outside their class notes since reading widely may affect writing in several ways. It will not only help students to acquire vocabulary and expression, but it will also expose them to a variety of idiomatic usages, rhetorical, structural and discourse patterns which can impact positively on their writings. Researchers are of the view that reading as a habit should be inculcated in the child during early childhood and it should be developed during adolescence and consolidated in early adulthood.
- The Ministry of Education should also assist communities to build libraries for the schools in the rural areas so that students can get access to a lot of books and other reading materials. In places where there are no libraries, the concept of “invisible library” might be useful. This means that, each student is encouraged to obtained one story book, and after reading it s/he exchanges it for another person‟s story book. The advantage of this concept is that each student has the opportunity of reading as many books as there are students in the class.
- In addition, students should be assisted by their teachers to improve upon their writing skills by teaching them the basics concept of revising and editing their work. Revising and editing are basic skills in the writing process, yet many language teachers do not devote much attention to them. The result is that students‟ essays are often replete with avoidable mistakes which they could have corrected themselves if they carefully took time to read through their own work. It is also important that teachers of English should use the Direct Method together with the Communicative Approach of teaching and avoid the vernacular translation of English words and expressions. It would be appropriate to adopt methods that focus on fluency and writing at the basic and second cycles of our education. Another step that should be taken to tackle the falling standard of English in the country is to improve the quality of teachers who handle the subject.
- There is the need for the teachers to demonstrate competence and confidence in the language. In this vein, teachers of English should attend refresher courses periodically because, sometimes, some of the problems students face originate from their poor teaching. Similarly, teaching and learning situations should be made as practical as possible. Therefore, teachers should give enough exercises to their students for them to practice the language.
BIBLIOGRAPHY
- Agor, J. Tetteh (2003) Investigating English Concord Problems of Teacher – Trainees. Unpublished M.Phil Thesis. University of Nigeria
- Anyidoho, L.A (2002) Analysis of the Writing of final year University Students. Nigerian Journal of English Studies. (1) 58-72
- Broughton, G. ( 1978) / Teaching English as a foreign language. Routledge and Kegan Paul, London
- Corder, S. Pit (1967) The Significance of Learners’ Errors. London. Longman(1974) Error Analysis. In Allen, J &Corder, S. Pit (eds.)
- The Edinburgh Course In Applied Linguistics (Vol 3) Oxford: Oxford University Press.
- Curriculum Research and Development Division CRDD (2007) Primary School English Teaching Syllabus Ministry of Education. Accra.
