Abstract

This study investigated spelling errors that students make in written English. This was achieved through analysing errors in students’ compositions and categorising them by their causes. The causes of errors are discussed in light of: spelling rule inconsistencies, mother tongue interference, and poor learning environmental factors. The negative impact of spelling errors on communication is also discussed. Then remedies of spelling errors are discussed in view of teaching and learning practices, good models, and the availability of standardised students’ textbooks. The study adopted a survey approach. Data collection methods were: analysis of students’ written compositions for spelling errors, and self-administered questionnaires to teachers and students. The study found that the English language spelling rule inconsistencies, mother tongue phonological transfer and the shortcomings in the learning environment mostly cause spelling errors. The study concludes that spelling errors impede or distort message in written communication and that the nation’s core objective of achieving high competency in written communication is not being attained because spellings are never taught. Consequently, the study recommends that actual teaching and learning of spellings should be taking place for the mastery of correct spellings. What is central in this study is that spelling errors are detrimental to written communication because they deviate from the acceptable spelling convention. This introduces communication problems because it violates the common communicative framework among different people.

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School	: School of Humanities and Social Sciences
Issued Date	: 2010

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