Spelling Problems Research Articles

SPELLING OF COMPLEX ADJECTIVES, PRONOUNS, AND ADVERBS

One of the important problems in Kazakh spelling is the spelling of complex words (adjectives, pronouns, adverbs).The article analyzes complex adjectives formed from the word «әр», as well as the spelling of pronouns and adverbs formed from two words. On the basis of the structuralsemantic analysis, a number of recommendations are put forward for the unification of their spelling.

STRUCTURAL AND SEMANTIC FEATURES OF THE NEOLEXES ON THE DESIGNATION OF THE CULTURAL AND ARTISTIC SPHERE

The article clarifies the meaning and features of word-formation development of new words and terms to denote the cultural and artistic field, which appeared in the modern Ukrainian literary language at the beginning of the XXI century and due to linguistic and extralinguistic factors are widely used. The object of research are words and terms of the cultural and artistic sphere, as they are best able to nominate concepts in special vocabulary, to reflect the diversity of the semantic spectrum of the conceptual sphere of «culture and art». The subject of research is lexical-semantic, structural-word-forming and spelling features of words and terms of cultural and artistic sphere in the Ukrainian language. Scientific novelty of the research. The classification of neolexes by semantic criterion is offered. The place of innovations in the lexical structure of the Ukrainian language is determined, the main stages of adaptation and structural and semantic features of words and terms to denote the cultural and artistic branch are characterized; the factors of creation of neolexes and their inclusion in the lexical-semantic system of the Ukrainian language, which supplement the corresponding lexical-semantic group with new tokens, are clarified; factors of word-forming activity of neolexes are revealed; It is proved that one of the reasons for the problem of qualification and spelling of neolexes with creative bases-Englishisms is the lack of mastery of innovations by the grammatical system of the Ukrainian language. The existing achievements of linguists in the field of studying innovative derivatives are analyzed, it is stated that the issue of the dynamics of the language system is always at the center of current linguistic research. Innovative words and terms of the cultural and artistic sphere of the beginning of the XXI century in the language of mass media, Internet forums and in dictionaries of neologisms of the modern Ukrainian language are revealed, globalization tendencies in their use are testified. The main thematic groups of neolexes for the designation of the cultural and artistic sphere are singled out, structural and semantic innovations and productivity of their use are determined. It is proved that one of the reasons for the problem of qualification and spelling of neolexes with creative bases-Englishisms is the lack of mastery of innovations by the grammatical system of the Ukrainian language.

Spelling of complex adjectives, pronouns, and adverbs

One of the important problems in Kazakh spelling is the spelling of complex words (adjectives, pronouns, adverbs).The article analyzes complex adjectives formed from the word «әр», as well as the spelling of pronouns and adverbs formed from two words. On the basis of the structural-semantic analysis, a number of recommendations are put forward for the unification of their spelling.

The Issue Of Indigenous And Loanwords (1920-1930) And Elbek's Viewpoint In This Regard

The article analyzes the problem of spelling of indigenous and loanwords words in 20-30 years, the phenomenon of linguistic application of the rule of synharmonism (labial and lingual synharmonism) and the views of linguist Elbek on this issue.

Spelling Forms in Competition

One of the problems of English spelling is the dual representation of the so-called ‘eyes’-words, rendered in discourse as -ise and -ize, both with high-frequency verbs such as modernise/modernize and rare coinages, as in burglarise/burglarize, etc. Eyes-words have historically evolved from two different language systems as two different forms with the same meaning, which have eventually come to coincide in their use in English with competing orthographic forms. The present paper first assesses the origin and development of the competition of these forms in the history of English from their introduction into English to their current configuration in British and American English; and then analyses their distribution in 13 varieties of English worldwide from the perspective of diatopic and text type variation. The study concludes, on the one hand, that the adoption of -ize in American English was an early 19th-century phenomenon while -ise spread in British English in the late 20th century; and, on the other, that the dissemination of -ize is constantly on the rise in many varieties, and the growing Americanisation of English, among others, is taken to be the most decisive element factor.

Exploring Writing Errors Problems from EFL Lecturers’ Perspectives at University Level

The purpose of this study was to identify the probable reasons for these spelling errors form EFL lecturer’s perspective and to tackle spelling problems. was hoped the results would suggest remedial action the lecturers and the students might take to address the problem of spelling. The findings revealed the main reasons for the spelling errors made by Saudi university students which includes the interference of Arabic when learning English, the nature of the English language itself, for instance, its irregularity and limited rules, and other contextual effects like the inadequacy of the university English language syllabus and classroom instructions in terms of teaching spelling rules. The participants in this study suggested various possible strategies to address the problem of spelling; for instance, academic intervention strategies such as ways to engage the learners and pedagogical practices that could help EFL students learn English better.

SPELLING NUMBERS IN THE KAZAKH LANGUAGE

One of the important problems in Kazakh spelling is the spelling of compound words (name of numerals).The article analyzes the spelling of the name of numerals and complex numerals formed from the word "bir". Based on the structural-semantic analysis, a number of recommendations are put forward for the unification of their spelling.

PROBLEMS OF UKRAINIAN TERMINOLOGY IN THE CONTEXT OF CHANGES TO THE NEW «UKRAINIAN ORTHOGRAPHY»

This article focuses on the systematization of new rules and partial corrections of the rules made in the «Ukrainian orthography» of 2019, they are valuated in terms of expediency and need to solve urgent spelling problems of Ukrainian terminology. The author indicates orthographic norms that have given consistency to the Ukrainian orthography and eliminated long-standing contradictions. The article shows the ignored or illogically interpreted spelling problems, primarily related to the transfer of terms of foreign origin. Special attention was paid to numerous variant additions to the spelling of case endings of nouns, to the transfer of sounds, sound combinations and letter combinations in common and proper foreign names, the possible ways of eliminating variance are emphasized. The author analyzes the main changes to the use of punctuation marks (quotation marks, parentheses, commas, periods, slashes, etc.), which should be taken into account in scientific texts. The paper suggests main tasks for Ukrainian terminologists, which arose in connection with the changes made to the new edition of the “Ukrainian orthography”

Жазудың даму тарихы мен қоғамдық қызметі

Жазудың адамзат баласы тарихында алатын орны ерекше. Ол — біздің даму тарихымыздағы мəдениеттің ең жоғарғы көрсеткіші. Жазу адамдар арасындағы тілдік коммуникацияны қамтамасыз етеді. Жазу арқылы жақыннан тұрып та, алыстан тұрып та қарым-қатынас жасай беруге болады. Мақалада адамзат баласы тарихындағы алғашқы жазудың пайда болуы, болжаммен қалай шыққандығы, қалыптасуы мен даму тарихы, жазудың бізге белгілі түрлері, қоғамдық қызметі сөз болады. Əрбір жазудың — пиктографиялық, идеографиялық, буын жəне əріп жазуының қоғамдық қажеттілікті өтеудегі орны, бір жазудан екінші жазуға өту сатысы, бір-бірінен артықшылығы мен кемшілігі көрсетілген.Шамамен жазудың пайда болу мерзімі, қандай негізде шыққандығының себептері, яғни пайда болуына əсер еткен факторлар, оны алғаш қолданушылар, алғашқы жазудың формасы, оның уақыт өте келе эволюциялық жолмен жетілуі, бүгінгі күндегі қолданыста бар жазу түрлері мен белгілері сияқты мəселелер мақалада жан-жақты баяндалған. Жазудың (əріп жазуының) шығуына себеп болған алфавит мəселесі, финикий жазуындағы алғаш дыбыстар, түрлері, оның жетілуі, батыс жəне шығыс елдері алфавитінің шығуына себеп болған грек жəне арамей жазуы, жазуды зерттеу ілімі — графика мəселесі, орфография, транскрипция мен транслитерация мəселелері де қарастырылған.

Reading-related functional activity in children with isolated spelling deficits and dyslexia

ABSTRACT There is increasing evidence showing distinct neurocognitive underpinnings of different deficits of written language processing. This study investigated whether functional brain mechanisms related to isolated spelling problems can be distinguished from those observed for the combined profile of reading and spelling deficits (dyslexia). Two cognitive accounts explaining isolated spelling deficits were tested. Twenty-two children with typical development, 16 children with isolated spelling deficits and 20 children with dyslexia performed a reading-aloud task with words and pseudohomophones during fMRI. The whole-brain analysis for each condition revealed differential patterns of brain activity in the two deficit groups. No reliable differences between typically developing children and children with isolated spelling deficits could be observed in critical regions of the brain’s reading network. Children with dyslexia showed lower brain activity and reduced word-pseudohomophone effects in these regions. Our findings suggest that children with isolated spelling deficits can rely on (degraded) orthographic representations during reading.

The effectiveness of kindergarten programs wich aim at preventing reading and spelling problems in school: A comparison of three different approaches

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HARMONY OF THE WORD AND STYLE OF SPEECH

The article discusses the harmony of the word in the Kazakh language and the manner of speech. The need to pay attention to the modern literary pronunciation of the word, speech styles and culture of speech is affirmed. The article reports on the works of Kazakh scientists, in which the scientific and practical problems of Kazakh spelling are deeply analyzed and highlighted.

Grammatical Spelling and Written Syntactic Awareness in Children With and Without Dyslexia.

Children with dyslexia face persistent difficulties in acquiring not only reading skills but also spelling skills. Among difficulties in spelling, problems in grammatical spelling have been studied very rarely. The goal of the study is to better understand grammatical spelling difficulties in children with dyslexia by assessing written syntactic awareness skills, a linguistic factor that has not been investigated in the context of spelling until now. It is worth noting that while morphological awareness has been well studied in children with dyslexia, only very few studies have focused on syntactic awareness, which is, however, necessary to produce number or gender agreement. Twenty children with dyslexia were matched to typically developing children on both chronological age and on grammatical spelling level. All the children were asked to perform a subject verb agreement grammatical spelling test and a written syntactic awareness test on the same sentences, as well as control measures. Results demonstrated that the children with dyslexia performed equally compared to grammatical spelling matched children in grammatical spelling, whilst they performed less well compared to children of the same age. For syntactic awareness, they were less accurate at identifying the subject of the complex sentences than spelling age matched children, even though both groups were matched in grammatical spelling. These results demonstrate that children with dyslexia face a specific deficit in written syntactic awareness. It highlights how better understanding of the spelling difficulty will better guide treatment.

UMA ANÁLISE DA ESCRITA NOS TEXTOS DE ALUNOS DO ENSINO FUNDAMENTAL

Este trabalho apresenta uma pesquisa sobre os erros ortográficos decorrentes da influência da fala na escrita e os decorrentes da falta de familiaridade do aluno com as convenções ortográficas, nas produções textuais escritas de alunos do 6º e 9º anos do ensino fundamental II, de uma escola pública, no município de Parauapebas (PA). Para tanto, tem-se como fundamento teórico as abordagens de Morais (2003), Nóbrega (2013), Bortoni-Ricardo (2005); Mollica (2016); entre outros. Por se tratar de uma pesquisa de natureza quali-quantitativa, os dados linguísticos foram colhidos a partir de uma atividade de produção de textos (artigo de opinião e relato pessoal), resultando em um corpus com 1.638 dados. Os resultados obtidos após o tratamento de dados por meio do programa computacional Goldvarb X, permitiram concluir que os alunos chegam ao 6º ano do ensino fundamental apresentando mais problemas ortográficos referentes à interferência da fala na escrita (72,7%), do que aqueles decorrentes de problemas de convenção ortográfica (27,3%). Além disso, concluímos que esses problemas ortográficos estão correlacionados tanto a fatores extralinguísticos (sexo, renda, escolaridade da mãe, ano escolar), quanto a fatores linguísticos (gênero textual, classe gramatical). 
 
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English Spelling Errors Committed by the Blind

Despite the outgrowing trend on assistive technology assisting blind student to be fully participate in education, the challenges remain in the area of English language learning. The inconsistency of the sound-spelling relationship in English apparently triggers the spelling problems for the Blind student since he tends to encode syllables by as it sounded. This study aims to identify, classify and analyze the spelling errors committed by the blind students in learning English using the classification of NEFR (National Foundation for Educational Research) that comprises the aspects of omissions, substitutions, insertions, transpositions and grapheme substitution. Employing case study design, this research elaborate the spelling error committed by 1 blind EFL learner enrolling an Academic Writing course in English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. The findings expose that the blind students tend to frequently do spelling error in the aspect of grapheme substitution followed by omissions, substitutions, and insertion. Some contributive factors that presumably affecting the errors are (1) lack exposure to the formation of the words, (2) inherent of language (silent letter, homophone and borrowing words), (3) different characteristics of L1 and L2, and (4) student’s preferences on reading (use screen reader more than braille text). Thus, the exposure toward phonetics symbol and the sound-letter relationship in English should be more disseminated so the blind student is capable of having a correct spelling.

Word processing deficits in children with isolated and combined reading and spelling deficits: An ERP-study

Dissociations between reading and spelling deficits are likely to be associated with distinct deficits in orthographic word processing. To specify differences in automatic visual word recognition, the current ERP-study compared children with isolated reading fluency deficits (iRD), isolated spelling deficits (iSD), and combined reading fluency and spelling deficits (cRSD) as well as typically developing (TD) 10-year-olds while performing a variant of the Reicher-Wheeler paradigm: children had to indicate which of two letters occurred at a given position in a previously presented word, legal pseudoword, illegal pseudoword or nonword. Event-related potentials (N200 and N400) associated with sublexical orthographic and lexical orthographic processing as well as phonological word processing were analyzed. All groups showed a word superiority effect, both on the behavioral and the neurophysiological level. Group differences occurred for phonological word processing. TD and iRD groups showed a higher N400 activation for illegal pseudowords than for nonwords, while the two spelling deficit groups showed no activation differences between these two stimuli conditions. The findings suggest that differences in phonological word processing are associated with spelling problems: children with iSD showed reduced sensitivity for phonological word processing, while these deficits were not evident in children with iRD.

Spelling Error Detection

Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( R² between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.

Feminitives in the Ukrainian Language: the Linguistic and Social context

The article highlights the problems of new spelling, in particular, the introduction of feminitives, in social and linguistic aspects. The idea is made that the feminitivization of language is a natural consequence of the Ukrainization of all spheres of social life. The relevance of the topic of our research is due to the incompleteness of linguo-social reflection regarding the assessment and boundaries of the use of feminitives. Therefore, the purpose of the article is to research the feminitization of the Ukrainian language in the linguistic and social aspects, the conditionality of the applied form of feminitives by the phonosemantic context and articulatory performance. A retrospection of spelling developments by Ukrainian linguists is carried out in the projection on the modern update of Ukrainian spelling. The social aspect of the introduction of feminitives is revealed as a manifestation of national identity and gender equality. In the linguistic aspect, the feminitivization of the language is the ordering of morphological and syntactic norms of the Ukrainian language, violated by masculinitives (designation of the female sex by male names). It is noted that the formation of feminitives using this or that suffix has a phonosemantic and contextual conditionality. In addition, an indication of the expediency / inexpediency of using one or another suffix when creating a feminitive should be the compatibility of the sounding of adjacent words, their articulatory performance and tolerance in relation to public opinion. In general, the introduction of feminitives, like the new spelling, is assessed as an adequate response to modern public demands.

Методические задачи как средство подготовки будущих учителей к обучению орфографии младших школьников

The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.

An Overview of the Persian EFL learners’ Spelling Difficulties

Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners.