LING.

135 – CONTRASTIVE ANALYSIS OF

ENGLISH

LEXICAL CHARACTERISTICS OF LEARNER

LANGUAGE:
SPELLING

Prepared by:

Mae Ann S. Olavario

Spelling - is a set of conventions that regulate
the way of using graphemes (writing
system) to represent a language
in its written form.
- is the rendering of speech sound
(phoneme) into writing (grapheme).
- is one of the elements
of orthography, and highly
standardized spelling is
a prescriptive element.
WHAT ARE THE THREE COMMON TYPES OF SPELLING ERRORS?
Three common spelling errors are phonological, orthographic, and morphological.
Let’s examine them.

1.PHONOLOGICAL ERRORS
If students can’t match sounds (phonemes) and letters (graphemes)
correctly, they make phonological errors. These students can’t usually hear
and pronounce all the sounds in a word correctly (instead of /tiːθ/, they’ll say
/tiːf/ for teeth).
Common examples include writing set instead of sent or writing mush
instead of much.
To eliminate these mistakes, students should focus on learning all
consonant and vowel phonemes to raise their phonemic and phonological
awareness. They should work on each sound until they can recognize them
in words. Practicing in front of the mirror can be helpful, as the students will
become aware of how their mouths move while uttering different
phonemes.

2. ORTHOGRAPHIC ERRORS
Orthographic errors occur when students fail to understand the relationship
between graphemes and phonemes. For example, the student will write
skool instead of school or kik instead of kick.
These mistakes take place because students haven’t become familiar with
the grapheme-phoneme correspondence system and haven’t gotten the
hang of written syllable patterns and their arrangement within multisyllabic
words. They don’t know spelling patterns for sounds and generalizations
(for instance, if the /k/ sound in a monosyllabic word follows a short vowel,
it’s spelled “ck”).
If teachers notice these mistakes among their students, instruction should
stimulate the understanding of correspondence and patterns in words and
between syllables. Teachers should also encourage the automatic
recognition of whole words once students accurately decode them.
3. MORPHOLOGICAL ERRORS
If students keep writing washt instead of washed, they make morphological
errors. These mistakes happen due to students’ lack of morphological
awareness. In this case, students aren’t familiar with derivational and
inflectional suffixes.
If students spell washt and not washed, this means they haven’t learned
the Past Simple Tense and that the suffix -(e)d can be pronounced as /t/, /d/,
and /id/.
Another example of morphological errors is when students write catz
instead of cats. They hear the phoneme correctly, but they’re unaware of the
pronunciation of the plural suffix -(e)s.
If students make many morphological mistakes, they should systematically
work on prefixes, word roots, and suffixes.
For instance, when learning plural forms of nouns, they should practice
spelling and pronunciation simultaneously to reinforce the connection
between suffixes and their pronunciation.
REFERENCES:
https://en.wikipedia.org/wiki/Spelling

https://www.englishcollege.com/how-avoid-3-co
mmon-spelling-errors#:~:text=Orthographic%20e
rrors%20occur%20when%20students,or%20kik%
20instead%20of%20kick
.

https://repository.uir.ac.id/4242/5/bab2.pdf

http://www.viviancook.uk/Writings/Papers/
L2Spell97.htm