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English orthographic depth among Malay learners at a primary school

This study concerns the spelling difficulties in English as a second language among young Malay learners. The objectives of this study are to identify and categorise the spelling errors produced by these learners and to investigate the linguistic factors for the error productions. This study emplo...

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Main Authors: Khairunnadiah Mohd Samuddin,, Pramela Krish,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:http://journalarticle.ukm.my/12874/1/23108-71760-3-PB.pdf
http://journalarticle.ukm.my/12874/
http://ejournal.ukm.my/3l/issue/view/1076
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spelling my-ukm.journal.128742019-05-09T11:08:49Z http://journalarticle.ukm.my/12874/ English orthographic depth among Malay learners at a primary school Khairunnadiah Mohd Samuddin, Pramela Krish, This study concerns the spelling difficulties in English as a second language among young Malay learners. The objectives of this study are to identify and categorise the spelling errors produced by these learners and to investigate the linguistic factors for the error productions. This study employs Wardhaugh’s Contrastive Analysis as the main approach and Orthographic Depth Hypothesis as the foundation of the research. The Contrastive Analysis approach indicates that the linguistic differences between L1 and L2 may cause difficulties in L2 learning. The theoretical basis of this study claims that the degree to which an orthography deviates from easy one-to-one letter-sound plays a major role in L2 learner’s spelling performance. This study adapts a spelling assessment from El-Dakhs and Mitchell that tests students’ phonological, orthographic and morphological awareness and knowledge. The sample of this study consists of 46 eleven-year-old Malay students from a selected school in Selangor. The data for the study was gathered from the subjects’ responses in the assessment and interviews with selected students based on their test scores. The findings showed that the learners’ spelling performance was poorer in the orthographic tasks and better in the morphological and phonological tasks, suggesting the salience of orthography in the early stage of L2 learning. Based on the results of this study, it is recommended that educators employ orthographic, phonic-based and form-meaning approaches in their teaching to enhance their students’ spelling proficiency so as to assist their students in their literacy development. Penerbit Universiti Kebangsaan Malaysia 2018 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12874/1/23108-71760-3-PB.pdf Khairunnadiah Mohd Samuddin, and Pramela Krish, (2018) English orthographic depth among Malay learners at a primary school. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 24 (1). pp. 56-68. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1076
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description This study concerns the spelling difficulties in English as a second language among young Malay learners. The objectives of this study are to identify and categorise the spelling errors produced by these learners and to investigate the linguistic factors for the error productions. This study employs Wardhaugh’s Contrastive Analysis as the main approach and Orthographic Depth Hypothesis as the foundation of the research. The Contrastive Analysis approach indicates that the linguistic differences between L1 and L2 may cause difficulties in L2 learning. The theoretical basis of this study claims that the degree to which an orthography deviates from easy one-to-one letter-sound plays a major role in L2 learner’s spelling performance. This study adapts a spelling assessment from El-Dakhs and Mitchell that tests students’ phonological, orthographic and morphological awareness and knowledge. The sample of this study consists of 46 eleven-year-old Malay students from a selected school in Selangor. The data for the study was gathered from the subjects’ responses in the assessment and interviews with selected students based on their test scores. The findings showed that the learners’ spelling performance was poorer in the orthographic tasks and better in the morphological and phonological tasks, suggesting the salience of orthography in the early stage of L2 learning. Based on the results of this study, it is recommended that educators employ orthographic, phonic-based and form-meaning approaches in their teaching to enhance their students’ spelling proficiency so as to assist their students in their literacy development.
format Article
author Khairunnadiah Mohd Samuddin,
Pramela Krish,
spellingShingle Khairunnadiah Mohd Samuddin,
Pramela Krish,
English orthographic depth among Malay learners at a primary school
author_facet Khairunnadiah Mohd Samuddin,
Pramela Krish,
author_sort Khairunnadiah Mohd Samuddin,
title English orthographic depth among Malay learners at a primary school
title_short English orthographic depth among Malay learners at a primary school
title_full English orthographic depth among Malay learners at a primary school
title_fullStr English orthographic depth among Malay learners at a primary school
title_full_unstemmed English orthographic depth among Malay learners at a primary school
title_sort english orthographic depth among malay learners at a primary school
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2018
url http://journalarticle.ukm.my/12874/1/23108-71760-3-PB.pdf
http://journalarticle.ukm.my/12874/
http://ejournal.ukm.my/3l/issue/view/1076
_version_ 1643738913581301760
score 13.211869

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