English orthographic depth among Malay learners at a primary school
This study concerns the spelling difficulties in English as a second language among young Malay learners. The objectives of this study are to identify and categorise the spelling errors produced by these learners and to investigate the linguistic factors for the error productions. This study emplo...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2018
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| Online Access: | http://journalarticle.ukm.my/12874/ http://journalarticle.ukm.my/12874/ http://journalarticle.ukm.my/12874/1/23108-71760-3-PB.pdf |
| Summary: | This study concerns the spelling difficulties in English as a second language among young Malay learners. The
objectives of this study are to identify and categorise the spelling errors produced by these learners and to
investigate the linguistic factors for the error productions. This study employs Wardhaugh’s Contrastive
Analysis as the main approach and Orthographic Depth Hypothesis as the foundation of the research. The
Contrastive Analysis approach indicates that the linguistic differences between L1 and L2 may cause difficulties
in L2 learning. The theoretical basis of this study claims that the degree to which an orthography deviates from
easy one-to-one letter-sound plays a major role in L2 learner’s spelling performance. This study adapts a
spelling assessment from El-Dakhs and Mitchell that tests students’ phonological, orthographic and
morphological awareness and knowledge. The sample of this study consists of 46 eleven-year-old Malay
students from a selected school in Selangor. The data for the study was gathered from the subjects’ responses in
the assessment and interviews with selected students based on their test scores. The findings showed that the
learners’ spelling performance was poorer in the orthographic tasks and better in the morphological and
phonological tasks, suggesting the salience of orthography in the early stage of L2 learning. Based on the
results of this study, it is recommended that educators employ orthographic, phonic-based and form-meaning
approaches in their teaching to enhance their students’ spelling proficiency so as to assist their students in their
literacy development. |
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