خلاصة:
With the purpose of examining the sources of spelling errors
of Iranian school level EFL learners, the present researchers
analyzed the dictation samples of 51 Iranian senior and junior
high school male and female students majoring at an Iranian
school in Baku, Azerbaijan. The content analysis of the data
revealed three main sources (intralingual, interlingual, and
unique) with seven patterns of errors. The frequency of
intralingual errors far outnumbers that of interlingual errors.
Unique errors were even less. Therefore, in-service training
programs may include some instruction on raising the teachers’
awareness of the different sources of errors to focus on during
the teaching program.
ملخص الجهاز:
"Spelling Errors of Iranian School-Level EFL Learners: Potential Sources Mahnaz Saeidi* Mohammad Reza Khodadust Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran Keywords: Eliminating spelling errors has long been of prime concern invoking some publications on the issue, though insufficient quantitatively.
He hypothesized that similar sounds in L1 are not stumbling blocks of learning, but in cases where the consonants or consonant clusters were different between the two languages such as when English words had some phonemes like / / in "three" and / / in "there" , which are absent in Farsi, the Farsi EFL learners faced serious problems.
As such, the researchers tried to fill in the existing gap on the issue by focusing on the Iranian School level EFL learners’ spelling errors and analyzing them to find all probable sources and offer solutions to eradicate them.
Results In order to answer the research question, namely, What are spelling errors sources committed by school-level Iranian EFL learners?, we came up with the following error types: intralingual, interlingual, and unique errors.
The novice Iranian school-level EFL learner, who does not have a fixed idea of the place of articulation of /t/ and /d/ in English and is unaware of the difference in the place of the production of the mentioned phonemes, acoustically mistakes them for each other, resulting in the following instances of errors (Table 6): Table 6.
As the results of this study indicate, the most frequent sources of spelling errors of Iranian EFL junior and senior high school learners proved to be predominantly intralingual in nature."