Abstract
The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write my self as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual –related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.
Highlights
Learning a foreign language always involves a number of challenges as indicated by Johnson (2008) and Rimbar (2017), especially, in the initial phases of learning, where learners make linguistic, syntactic, semantic and phonological errors. James (2013) states that these errors are a by-product of learning the language and they can be used as indicators of learning, as these errors can indicate at which phase of learning the learners are in
We have found interlingual and intralingual –related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language
Suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and overcome the problem through alternatives that can be implemented to create a positive impact and can be used for all types of positive learning
Summary
Learning a foreign language always involves a number of challenges as indicated by Johnson (2008) and Rimbar (2017), especially, in the initial phases of learning, where learners make linguistic, syntactic, semantic and phonological errors. James (2013) states that these errors are a by-product of learning the language and they can be used as indicators of learning, as these errors can indicate at which phase of learning the learners are in. Most Arab learners of English find it difficult to read writing in this foreign language Due to this difficulty, readers pay too much attention to reading word by word, which slows the pace of their reading and cause them to stumble a lot (Kostelec Cvitkovič, 2016). Jayousi (2011) conducted a study of the spelling errors of Arab students, their types, causes, and teachers’ responses when they corrected the spelling errors of 537 male students at four different education levels in public schools in the United Arab Emirates. He wanted to find out the perception of spelling errors of Arab learners From his observations, the students at public schools in the United Arab Emirates seemed to have problems with spelling resulting in adverse effects on their overall language ability and success at school. It is expected that the spelling errors made by Arabic learners would differ from those of learners from other language backgrounds and the teaching methods required for Arab learners of English would be different
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
