Analysing spelling errors in form 1 English compositions

Abstract

The teaching of English in Malta occurs mainly through a bottom-up approach, so that a focus on correctness through drilling is typical of the process, particularly in the early years. It is also a process that relies heavily on writing and, in the Primary sector, dictations tend to form an integral part of the weekly English language activities. The English language syllabus for the Secondary schools does not make any direct reference to the need to focus on spelling. Teachers generally give the area their own interpretation within their language programme. Often, these do not follow any systematic approach so that correcting wrong spelling becomes an 'ad hoe' procedure. It is possible that the apparent erratic nature of the occurrence of errors in spelling may preclude teachers from understanding the existing tendencies which would otherwise help them adopt a more structured approach to minimising spelling problems. This work has looked at a free writing exercise of Form One students in an attempt to identify these general tendencies in spelling errors. Findings show that it is possible not only to classify errors but also to understand the probable frequencies of occurrence of particular errors. Results indicate that Grapheme Omission errors, Grapheme Substitution errors, Combined errors, and Lexeme Substitution Errors are the most common errors while Joined words, Grapheme Duplication Errors, and Misspelt Plurals, are the least common. Having identified the probability of occurrence of spelling errors, the author then proceeds to suggest some form of remedial action. The aim is that the suggestions, if adopted, would be used as guidelines, which may need to be altered in order to meet group or individual requirements.