Detail Reassessing Traditional Spelling Theories from a Second Language Perspective   Oleh:  Hamilton, Thomas ; Todd, Richard Watson ; Facundes, Nuttanart Jenis: Article from Proceeding Dalam koleksi: The 32nd Thailand TESOL International Conference Proceedings 2012; Teacher Collaboration: Shaping the Classroom of the Future. Bangkok, Thailand, 27-28 January 2012, page 77-94. Fulltext: Thomas Hamilton.pdf (191.63KB) Isi artikel Spelling is an often overlooked and under-researched area in language teaching. Most previous work on spelling has focused on native English speaking children's spelling of their L1. The resulting spelling models have perhaps erroneously placed too much weight on a correlation between vocabulary range and spelling ability. These theories ignore individual differences and various L1 writing system backgrounds that may affect spelling proficiency. Thus, some students may be unfairly assessed and not given proper support in the classroom. In this paper, we examine two types of spelling errors which have been largely overlooked in previous research and investigate how the potential sources of interference may play a role in the errors. These two spelling error types are word combination/segmentation (where two words may be joined as one or where one word may be written as two separate words) and letter doubling (where a word requiring a single letter may contain a double letter or vice versa). Awareness of these spelling tendencies may help to reduce the stigma associated with poor spelling ability in the educational system and gives directions for teachers to improve their students’ spelling. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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