English Language learning

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English as a second language is an easy language to start learning, because it relates to our language "Arabic". That means English and Arabic share some elements. Sometimes the same word (how to say it) like Alcohol. But, you will face some difficulties when you learn it. English is different from Arabic in the way of writing and how to write the letters and how to say them. Many students make more mistakes in spelling. That maybe because the spelling of word may not show the exact pronunciation (way of saying) of it. This is because English words come from many different sources. In addition, sometimes the word is too long to keep it or it is similar to another word. So that, some students mix them. In my project, I focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them.

Methods

In order to know the common spelling errors and their causes, I choose spelling errors as a topic of my research. Then, I started to collect the information from different sources. First, I observed my class (Grade 9/4) at Abdel-Rahman Al-Dakhel School. I observed the students while they were writing in class, their writing in the exams and I found some spelling mistakes. In addition, I took four workbooks of three levels high, medium and low. Then, I searched about the spelling errors in their writing in their workbooks. Next, I analyzed the results. I searched in the internet about some information that helped me in analyzing the results. In addition, I interviewed some teachers at Abdel-Rahman Al-Dakhel School. I asked them about the common spelling errors and the reasons that make students spell wrong. Finally, I wrote the report.

Sample group

Level

Spelling errors

Examples

Group

A

High

v Miss some letters.

v Write f instead of v.

v Confuse between some vowels.

- bigger

(biger)

- fife (five)

- Their (ther)

Group

B

Medium

v Double letter

v Silent letter..

v Sh instead of ch.

v Sh instead of h.

- What (wat)

- See (se)

- Catch (catsh)

- She (he)

Group

C

Low

v Silent letters.

v b instead of d.

v Delete or change one vowel in some words (with 2 vowels).

v Delete some letters.

v E instead of a.

- Time (tim)

- Door (boor)

- Brown (brawn)

- Tour (toar)

- Play (ply)

- Read (reed)

Result analysis

This table shows us some common errors that students make. I try to know the reason and how can a teacher help students to solve their problems.

I think that the reasons are first, the way of teaching because most teachers don't care about the spelling and they care only about the speaking, so the students can read the word but they can't spell it.

The second reason that some students made is when they learn any new word they don't try to spell it and they don't practice to write or use it.

The third reason that most students don't read English magazine or news papers which are important to know the words and the spelling of them.

Fourth reason is that most students can't differentiate between the C and S or C and K.

The last reason that most words in English have silent syllables like light, know, bought, listen………act.

Recommendations:

There are different strategies to solve spelling problems. First, make a list of words that you often misspell and keep it next to you as you write. Second, practice the new words that you learn and use them in sentences. Third, the best strategy is to play games with the words. Fourth, you need a lot of inputs by reading stories and magazines. Finally, practice writing in fun way and check it with your teacher.

In addition, the teacher should play active role in improving student's spelling skills by guiding them and using effective strategies.

Learn the word like this:

  • Look at the word until you know it. Say it slowly to yourself

    Without looking at it, write it out (I mean write it by hand).

  • Check that you got it right.
  • Then write it out several times. This is so you practice getting it right.
  • Write it in different ways - write it big, then small, write it in different colors, in capitals as well as in small letters.
  • Finally, check that you've got it right.

At the end of the process, you will know the word with your ears, your eyes and with your hand.

Conclusion

The report shows that some students faced problems in learning second language. They are facing problem in spelling more than verbal skills. I showed the common spelling errors and how the teacher can solve them to improve students. In my opinion, there should be a special class that focuses on reading and writing for improving spelling skills. That will make the teachers care more about spelling. We recommend that Education College should provide teachers with training courses in developing strategies to improve spelling skills. In conclusion, learning language requires a lot of inputs.

References

2008 | London Deanery, Stewart House, 32 Russell Square, London WC1B 5DN

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  • London deanery,London(2008).feedback. Retrieved October 8, 2009 from

o http://www.faculty.londondeanery.ac.uk/e-learning/feedback/linking-feedback-to-the-learning-process

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