تحليل الأخطاء الإملائية لطالبات قسم اللغة الإنجليزية بجامعة نجران: دراسة حالة للمستويات الأربعة الأولى

Abstract

This study aims to investigate the frequency of spelling errors as produced by learners of English as a foreign language (EFL) from the first four levels at Najran University. The participants consisted of 80 female Saudi students who were randomly selected. Data were collected via a two-part test. The first part asked participants to write a short paragraph, and the second part involved dictation. Following Cook's (1999) and Emery's (2005) classification of spelling errors, the obtained data were classified into five categories: substitution, addition, deletion, transposition, and complex errors. The results revealed that the most frequent categories were substitution and deletion, followed by addition and complex errors.Transposition ranked last in the list. The results uncovered the severity of spelling problem among EFL learners in Najran University. A total of 2,309 spelling errors were recorded. In addition, the current study aims to explore the potential causes of spelling errors that are made by EFL learners from the first four levels in Najran University. A questionnaire from Al-Bereiki and Al-Mekhlafi's (2016) was adapted and distributed to 30 teachers from the English Department in Najran University. According to the teachers' responses, the major causes of spelling errors are as follows: (a) confusion between letters that exist in English, but not in Arabic, (b) complexity of the English spelling system, (c) poor reading proficiency, (d) sounds that exist in English, but not in Arabic, (e) number of silent letters in English compared with the Arabic language and (f) irregular sound–letter correspondence in English. The findings of the current study call for increased attention to enhance the strategies used to teach English spelling skills.