Investigating the Sources of Errors in Teaching English Language Orthography to Non-Native Speakers (NNS)

Abstract The present study investigated the sources of errors in teaching English language orthography to non-native speakers (NNS). To achieve this purpose, an Oxford Quick Placement Test (OQPT) was administrated to 60... [ view full abstract ]

Abstract

The present study investigated the sources of errors in teaching English language orthography to non-native speakers (NNS). To achieve this purpose, an Oxford Quick Placement Test (OQPT) was administrated to 60 learners majoring in English language teaching at Azad university of Abadan, Iran. Among them, thirty language learners, whose scores were limited in the pre‒ intermediate band score, were non‒ randomly divided in two experimental and control groups. Then they took a pre‒test of one‒paragraph essay at the beginning of the study. The participants in the control group were instructed with the use of traditional techniques such as copying and editing the manuscripts in the classroom with the help of teachers while the participants in the experimental group were taught the sources of orthography errors including the sources of errors, rules of dictation, etc. Both groups were working on 15 sessions and wrote dictations and essays to check their writing accuracy and spelling. Finally, both groups took a post‒test of one‒paragraph essay at the end of the treatment. Data were analyzed through Independent and Paired Samples t‒ test analyses exhibit a significant difference between the experimental and control groups (p< .05). Findings showed that pre-intermediate learners of the experimental group outperformed the control group. The study suggests that the role of explicit instruction of the error sources in teaching English orthography to NNS should be taken into account to enhance the learners’ writing ability.

Key words: Orthography, Explicit instruction, Sources of errors, EFL learners