Tussen jij en jouw - de spelling van homofone werkwoorden voor het gereduceerd bezittelijk en persoonlijk voornaamwoord je

This research was conducted to analyze the errors made by the students in their English compositions. The researchers used the list of Minimum Requirements which was developed by Fountain to analyze the students’ writing errors. Based on the data analysis, it was found that the students made 60 errors altogether in their English compositions entitled About Me. There are nine kinds of error made by the students. The students made 19 errors in punctuation (31.7%), 11 errors in preposition (18.3%), seven errors in concord/agreement (11.7%), seven errors in finite verbs (11.7%), six errors in articles (10%), four errors in spelling (6.7%), two errors in tenses (3.3%), two errors in verb groups (3.3%) and two errors in word choice (3.3%). It is advisable that the list of Minimum Requirements is used as a guideline to help the learners minimize their errors in writing.

Natural language processing technology is a theory and approach for exploring and developing successful human-computer communication. With the rapid growth of computer science and technology, statistical learning methods have become an important research area in artificial intelligence and semantic search. If there are errors in the semantic units (words and sentences), it will affect future text analysis and semantic understanding, eventually affecting the whole application system performance. As a result, intelligent word and grammatical error detection and correction in English text are a significant and difficult aspect of natural language processing. Therefore, this paper examines the phenomena of word spelling and grammatical errors in undergraduate English essays and balances the mathematical-statistical models and technology solutions involved in intelligent error correction. The research findings of this study are represented in two aspects. (1) In nonword mistakes, four sorts of errors are studied: insertion, loss, replacement, and exchange between letters. It focuses on nonword mistakes and varied word forms (such as English abbreviations, hyphenated compound terms, and proper nouns) produced by word pronunciation difficulties. This paper utilizes the nonword check information to recommend an optimum combination prediction method based on the suggested candidate list for actual word errors, and the genuine word repair model is trained. This approach is 83.78% accurate when used with actual words with spelling errors in the context. (2) It verifies and corrects sentence grammar using context information from the text training set, as well as grammatical rules and statistical models. In addition, it has investigated singular and plural inconsistency, word confusion, subject, and predicate inconsistency, and modal (auxiliary) verb errors. It includes sentence boundary disambiguation, word part-of-speech tagging, named entity identification, and context information extraction. The software for checking and fixing sentence grammatical mistakes presented in this article works on English texts with difficulty levels 4 and 6. Furthermore, this work obtains a clause correctness rate of 99.70%, and the system’s average corrective accuracy rate for four-level and six-level essays is more than 80%.

Spelling has great importance and tremendous status and is the means of correcting correct writing. Despite its great importance, the problem of spelling weakness appears clearly among learners of Arabic for non-native speakers at all levels of education. Therefore, the researcher aimed to analyze spelling errors due to the presence of many obstacles and defects in the spelling skill among students of the Department of Arabic Language Studies in the second semester of the academic stage for the year 2023/2024 at Sultan Zainal Abidin University, Malaysia. To achieve this, she relied on the qualitative-analytical approach to reach the desired goal. Among its goals, she seeks to clarify the extent of students' understanding of the difference between the tied Taa and the tied Haa, and between the tied Taa and the open Taa. From the results she reached after analyzing the data, she concluded that the percentage of differentiating between the tied Taa and the tied Haa was (21.7%), and the percentage of differentiating between the tied Taa and the open Taa was (3.5%)only. Both obtained a very low percentage. Given the results mentioned; The researcher suggested that the study of spelling in Malaysia should start early, i.e. from primary school, to eliminate spelling errors to a large extent in all educational stages, while identifying their causes and developing programs to treat them in order to develop the learners’ language and their ability to write in the manner agreed upon by the language experts. Among her suggestions is also holding an annual spelling competition among students and motivating them with a certificate of appreciation. Keywords: Spelling Error Analysis - University Students

The present paper examines the correlation between adolescents’ gender and educational profile on the one hand and their knowledge of the Dutch verb spelling rules and spelling attitudes on the other hand. A two-part survey was conducted among 451 Flemish students from different educational tracks. We conducted this survey in order to complement our previous research in which we observed social patterns in adolescents’ verb spelling errors on social media (Surkyn et al., 2019, 2020, 2021). Our results reveal that girls and theoretically oriented students care most about correct verb spelling. Moreover, theoretically oriented students have a better knowledge of the verb spelling rules. This survey provides additional evidence for the interpretation of the social patterns in our corpus research on Dutch verb spelling errors.

The research aims to examine pupils’ text creation skills in the Latvian language and history state examinations (SE). The source of the research is the examination papers of pupils in Kurzeme in the 2021 Latvian language SE (an opinion; 250 words) and history SE (task 3 of part 3 – an essay; 200 words). Examination of the evaluation criteria of both examinations shows that the evaluation criteria of the Latvian language examination pay more attention to the quality of spelling (10 points out of 34 (approx. 30%) can be obtained for orthography and punctuation). The article summarizes the main types of errors in morphology and syntax in both examinations. Several types of errors are distinguished in morphology: unjustified use of macrons or their absence, spelling of consonants, words written incorrectly together and separately, spelling of onyms, and errors in the spelling of verbs and foreign words. A number of syntactic constructions were studied in the pupils’ examination papers – coordinated parts of sentence, coordinated parts of sentence with a generalising word, participial clauses, insertions and explanatory word groups –, as wethe frequency of their use in the pupils’ examination papers and the most frequently detected cases of errors. The use of punctuation marks in the sentence, separating the subordinate clause, has also been studied. A comparison of the two examination papers leads to the conclusion that there are no statistically significant differences in the text creation task in Latvian or history SE in Kurzeme. Spelling and punctuation skills are solid, and the number of errors is equal. As pupils take the examinations, caution is observed in using more complex syntactic constructions. In the analysis, examples from pupils’ examination papers are presented in italics, preserving their style, spelling and punctuation errors.

ABSTRACTThere is an increasing awareness that the inclusion of literature in foreign language (FL) curricula can be beneficial to language learners. Especially, the move towards integrated language and literature curricula is gaining ground. In this study we investigated the way English as a foreign language (EFL) is approached in Dutch secondary education at pre-university level. Using a survey study (N = 106 EFL teachers), we investigated (1) how EFL teachers approach literature at pre-university level in Dutch secondary education and also (2) which factors are related to the reported occurrence of four FL literary teaching approaches. Confirmatory factor analysis shows that the four identified approaches represent one underlying construct, which underlines our understanding of a Comprehensive Approach to FL literature teaching. Results indicate that the variation between the ways FL teachers approach literature is enormous. Correlation analyses and t-tests informed us that curricular factors are significantly related to the way literature is approached. The fact that teacher demographics are generally not significantly related to the way FL literature is approached could be ascribed to curricular heritage or the way FL literature curricula are designed. The study concludes by suggesting several directions for future research.

To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in Belgium with writers of Dutch. First, we studied the number and type of spelling errors, the quality of the texts produced, the use of words, and the handwriting, both in a precis writing task (writing a summary of an informative text) and in a dictation task (sentence writing). Our results showed medium to large effect sizes for spelling errors: d = 0.93 for morphosyntactic spelling errors, d = 0.55 for memory-related spelling errors, and a medium effect size for punctuation and capitalization errors, d = 0.40. Second, experts who were blind to the aims of the study were asked to judge the quality of the writing of both groups based on transcriptions that were free from spelling errors. The quality of the texts produced was judged lower for students with dyslexia than for the controls, d = 0.61 for text structure and d = 0.56 for agreeability, even though the number and types of words used by both groups were very much the same. There was no significant difference in the quality of the handwriting, d = 0.15. Given that remedial teaching has been shown to be effective for essay-writing skills, educational support along these lines may be helpful for students with dyslexia.

Although verb spelling is rule-based, it is a relatively difficult aspect of Dutch orthography. Assink (1985) was the first to show that Dutch verb spelling is affected by two factors, namely, frequency of occurrence of the verb and the context in which the verb appears. This study is a developmental follow-up on his work, in which students of two age groups and three different levels of education, that is, students from primary school, secondary school, and university students, participated. It appeared that frequency and context already affect spelling behavior in the early stages of learning to spell. These aspects are still prominent determinants in the group of most experienced and good spellers, albeit the relative contribution of each of the determining factors changed over time. The interpretation of these findings was that verb-spelling performance in Dutch is not just the result of its inherent difficulty, it is also affected by the fact that it requires continuous active monitoring of the spelling process, while being involved in a main literacy activity.

Objetivo investigar a escrita de crianças e a relação com o grau de instrução materno. Métodos as mães das crianças responderam a uma entrevista com a finalidade de conhecer seu nível de escolaridade, além de outros aspectos socioculturais. Em seguida, a escrita das crianças foi avaliada segundo o Roteiro de Observação Ortográfica de Zorzi (1998), composto por ditados de palavras, frases e textos, assim como produções textuais, utilizando-se o gênero narrativo, a partir de temas pré-estabelecidos. Foram avaliadas 30 crianças, todas matriculadas no 3º ano do ensino fundamental de uma escola municipal da cidade do Recife. Os dados foram tabulados em uma planilha do software de análise estatística SPSS. Resultado observou-se que 20% das crianças ainda não atingiram o nível alfabético do desenvolvimento da escrita, o que é um aspecto importante, considerando que no 3º ano as crianças já devem estar consolidando a leitura e escrita funcionais. Foram observadas correlações significantes entre a escolaridade materna e a aquisição do esquema narrativo de histórias, assim como entre a escolaridade materna e os hábitos de leitura das mães. Uma análise dos erros ortográficos revelou que as crianças cometiam os mesmos tipos de erros já observados em outras populações, apenas com uma frequência maior. Crianças que produziram as narrativas mais estruturadas foram as que cometeram mais erros ortográficos, o que comprova que o erro ortográfico é inerente ao processo de aquisição da escrita e não constitui obstáculo à produção textual. Conclusão a aprendizagem da escrita sofre influência de fatores sociais, como a escolaridade materna. Tais aspectos necessitam ser considerados na avaliação e diagnóstico fonoaudiológico, assim como nas práticas educativas oferecidas pela instituição escolar.

The article describes relative features of all levels and stages of education: preschool, school, and basic, secondary, and higher professional education in Russian macroregions in order to identify proportions (disproportions) of their development and opportunities for building a single, proportionate education environment throughout the Russian Federation. Such an environment is based on federal projects aimed at implementation of the National Project for Education. They are projected to contribute to further development of a competitive new-generation national economy: a knowledge-intensive economy. A 2018 analysis of specific indicators of education environments in Russian macroregions identified two types of proportions and disproportions: first, between the share of students at each level of education (from preschool to higher) in the total population and, secondly, between the shares of students at each stage and level of education in the total number of students in the macroregion, which can be called the capacity of an education environment.

Purpose to verify the performance of children with Developmental Language Disorder in decoding and writing tests in order to better understand their manifestations and the process of acquiring written language skills. Methods The study subjects were 80 children. The Research Group consisted of 16 children diagnosed with Developmental Language Disorder, 13 males and 3 females, mean age of 7.3. The Control Group counted on 64 subjects paired in gender, age, education and socioeconomic level with the Control Group in a 4:1 ratio. The ability to decode words and pseudowords of both groups was evaluated, measuring the time spent to correctly read words and the percentage of correct answers, also considering the length of the word/pseudoword. The writing evaluation was carried out in the control group, which had its spelling errors analyzed and categorized. All data underwent descriptive and inferential statistical analysis. Results The data indicated a longer decoding time and a lower percentage of correct answers for the children from the Research Group. Regarding spelling errors, there was a predominance of arbitrary spelling errors. Conclusion The data showed that children with Developmental Language Disorder tend to have a longer decoding time, greater percentage of errors than their peers and tend to present spelling errors more concentrated in natural orthography.

تهدف الدراسة الحالية إلى الکشف عن العلاقة بين جودة الحياة الأسرية والدافعية للإنجاز لدى طلاب وطالبات المرحلة الثانوية بمدينة جدة، والکشف عن تأثير متغيرات الدراسة الديموغرافية (الجنس- التخصص الدراسي- حجم الأسرة- مستوى تعليم الوالدين- مصدر دخل الأسرة) في کل من جودة الحياة الأسرية والدافعية للإنجاز، وتسعى کذلک إلى التعرف على إمکانية التنبؤ بدافعية الإنجاز من خلال أبعاد جودة الحياة الأسرية لطلاب وطالبات المرحلة الثانوية بمدينة جدة، وبلغت عينة الدراسة الکلية (764) طالبا وطالبة من المرحلة الثانوية بمدارس مدينة جدة، واستخدمت الباحثة کأدوات للدراسة الحالية: مقياس جودة الحياة الأسرية من إعداد (عبد الوهاب وشند، 2010م)، ومقياس الدافعية للإنجاز، بالإضافة إلى استمارة للبيانات الأولية وکلاهما من إعداد (الباحثة). وجاءت النتائج کالتالي: توجد علاقة ارتباطية دالة إحصائيا بين جودة الحياة الأسرية (الدرجة الکلية- الأبعاد) والدافعية للإنجاز لدى طلاب وطالبات المرحلة الثانوية بمدينة جدة، کما توجد فروق في جودة الحياة الأسرية لصالح الذکور والتخصص الدراسي العلمي وفئة حجم الأسرة (أکثر من5 أفراد)، ولصالح فئة مستوى تعليم (جامعي فما فوق) للأب ومستوى تعليم (ثانوية عامة) للأم ولصالح فئة مصدر دخل الأسرة (راتب شهري)، کما أظهرت النتائج وجود فروق في الدافعية للإنجاز لصالح فئة مستوى تعليم (جامعي فما فوق) للأب، ولصالح فئة مصدر دخل الأسرة لصالح (راتب شهري). بينما لا توجد فروق في الدافعية للإنجاز وفقا لمتغير الجنس وحجم الأسرة, کما أمکن صياغة معادلات للتنبؤ بدرجة دافعية الإنجاز لدى طلاب وطالبات المرحلة الثانوية من خلال (الدرجة الکلية ودرجة بعد المقدرة المادية/ السلامة الصحية) لجودة الحياة الأسرية. کما قدمت الباحثة عدة توصيات منها: تفعيل برامج الثقافة الأسرية وتصميم برامج إرشادية على أيدي متخصصين تهدف إلى تنمية الدافعية للإنجاز لدى الفئات العمرية المختلفة وفي مختلف المراحل الدراسية. Abstract The present study aims to revealing the relationship between the quality of family life and achievement motivation among high school students, and to show the impact of the demographic variables of the study (Sex- Specialization – Family size- Parents’ level of education- source of family income) in both the quality of family life and the achievement motivation, as well as seeking to identify the predictability of motivation achievement through the dimensions of family life quality for students in secondary schools in Jeddah. The totalsample size for this study reached (764) students from secondary schools in the city of Jeddah, for the current study the researcher used the following tools: the quality of family life scale prepared by (AbdelWahaband Chand, 2010), and the measure of achievement motivation, In addition to the preliminary information form, both prepared by (the researcher). Testing results were as follows: there is a statistically significant correlation between the quality of family life (total score-dimensions) and achievement motivation among secondary school studentsin Jeddah, differences exist in the quality of family lifein favor of males, specialization, family size (more than 5members), and in favor of level ofuniversityeducationand higher (the father) and level of high school education (the mother). Also, forsource of family income (monthly income). On the other hand, there are no differences in theachievement motivationaccording to sex and family size. It was possible to formulate equations to predict the degree of achievement motivation amonghigh school students through (the total score and the financial well-being dimension / health) of the quality of family life. The researcher also offered several recommendations and suggestions including: activation of family culture programs anddesigningcounseling programs at the hands of specialists aimed at the development of achievement motivation among different age groups and in various stages of education.

The arrival of peer-produced websites may have implications for how legitimate cultural products are produced, regarded and consumed in society, since they signal the decreased importance of experts’ evaluations. In this explorative study, we examine the effects of using peer-produced book abstract websites by students in Dutch secondary education on their reading behavior in the school context. The results showed that almost 90% of the students regularly use book abstract websites. Students who more frequently use book abstract websites, more often select authors who are popular among their fellow students for their educational reading list. However, frequent website users do not differ in the degree of legitimacy associated with their reading selections. Yet they less often finish reading the books they select and read with less enjoyment.

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.

Applied linguistics has been very concerned with the description of the linguistic behavior of foreign language learners in recent years. Mistakes that constantly appear in certain structures of a target language learnt by people speaking the same native tongue draw the researcher’s attention to the foreign structures that are difficult to acquire for learners. The present study aimed to discover the most common grammatical errors in academic essay writing among the students at Medical College, Jazan University. The research was conducted in a series of steps to answer the research questions. The researcher investigated what kinds of grammatical and other errors students make and how frequently they occur so that remedies can be sought. The study used 103 essays and elements of essays (39,655 words) produced by 80 second-semester students in the mid-term examination at medical college (boys), Jazan University. Through the analysis, 1307 errors were found. The errors were classified into 11 types. The spelling errors, verb errors, and noun/pronoun errors were the most frequent errors, constituting 60.36% of the total errors identified. The further classification into 49 subtypes reveals that incorrect spelling, wrong use of capitalization, wrong use of singular and plural nouns, unnecessary use of verb be, and misuse of run on, were the most prevalent grammatical errors committed by the participants in this study. The results showed that many EFL learners still experience difficulties in writing with grammatical accuracy. This study will thus provide the teachers with an idea of how to help the students overcome these difficulties so that the quality of their writing can be improved. Such attempts are crucial because, without them, university students may continue to commit these grammatical errors, which will definitely prevent them from producing writings that are of publishable quality in the future.