An analytical Study of the Intralingual Spelling Errors in the Writings of Neelain University Students of English

Abstract

Abstract

Learners of English as a foreign language in general and Sudanese learners specifically

experience difficulties with English spelling. They make observable errors in their writing which

degrade the evaluation of their final product or output throughout the developmental strategies on

the way along to learn English language. The purpose of this study is to explore the intralingual

sources of spelling errors make by third year students, English language department, Faculty of

Arts, Alneelain university. The study adopts combination of quantitative/ qualitative research

method because the nature of this study is descriptive and analytical. For categorizing intralingual

spelling errors the method of classification of spelling errors recalled, which is grouping errors

into four classes: omission, substitution, insertion, and transposition. Subjects of this study in

number were 45 students (males and females) whose mother tongue is Arabic. The data collected

through writing task, is satisfied the criteria of validity and reliability. Analysis of the results

showed that the highest errors occurrence is in omission, next substitution, then insertion, and the

least occurrence is transposition errors. The findings of this study confirmed that the essence

causes of students spelling errors is due to the false use of vowels and pronunciation. The study

suggested more focus and attention to learners' spelling errors because mastering spelling is an

important aspect of language learning. The researcher recommended some ideas and pedagogical

implications for teaching English spelling.