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English Language learning

English as a 2nd linguistic communication is an easy linguistic communication to get down acquisition, because it relates to our linguistic communication “ Arabic ” . That means English and Arabic portion some elements. Sometimes the same word ( how to state it ) like Alcohol. But, you will confront some troubles when you learn it. English is different from Arabic in the manner of authorship and how to compose the letters and how to state them. Many pupils make more errors in spelling. That possibly because the spelling of word may non demo the exact pronunciation ( manner of stating ) of it. This is because English words come from many different beginnings. In add-on, sometimes the word is excessively long to maintain it or it is similar to another word. So that, some pupils mix them. In my undertaking, I focused on spelling mistakes in order to happen out the common spelling mistakes and the best schemes to get the better of them.

Methods

In order to cognize the common spelling mistakes and their causes, I choose spelling mistakes as a subject of my research. Then, I started to roll up the information from different beginnings. First, I observed my category ( Grade 9/4 ) at Abdel-Rahman Al-Dakhel School. I observed the pupils while they were composing in category, their authorship in the test and I found some spelling errors. In add-on, I took four workbooks of three degrees high, medium and low. Then, I searched about the spelling mistakes in their authorship in their workbooks. Following, I analyzed the consequences. I searched in the cyberspace about some information that helped me in analysing the consequences. In add-on, I interviewed some instructors at Abdel-Rahman Al-Dakhel School. I asked them about the common spelling mistakes and the grounds that make pupils spell incorrectly. Finally, I wrote the study.

Sample group

Degree

Spelling mistakes

Examples

Group

A

High

V Miss some letters.

V Write degree Fahrenheit alternatively of V.

V Confuse between some vowels.

– bigger

( biger )

– fife ( five )

– Their ( ther )

Group

Bacillus

Medium

V Double missive

5 Silent letter..

Vs Sh alternatively of ch.

Vs Sh alternatively of H.

– What ( wat )

– See ( Se )

– Catch ( catsh )

– She ( he )

Group

C

Low

V Silent letters.

V B alternatively of vitamin D.

5 Delete or alter one vowel in some words ( with 2 vowels ) .

V Delete some letters.

Vs E alternatively of a.

– Time ( tim )

– Door ( peasant )

– Brown ( muscle )

– Tour ( toar )

– Play ( ply )

– Read ( reed )

Consequence analysis

This tabular array shows us some common mistakes that pupils make. I try to cognize the ground and how can a instructor aid pupils to work out their jobs.

I think that the grounds are foremost, the manner of learning because most instructors do n’t care about the spelling and they care merely about the speech production, so the pupils can read the word but they ca n’t spell it.

The 2nd ground that some pupils made is when they learn any new word they do n’t seek to spell it and they do n’t pattern to compose or utilize it.

The 3rd ground that most pupils do n’t read English magazine or intelligence documents which are of import to cognize the words and the spelling of them.

Fourth ground is that most pupils ca n’t distinguish between the C and S or C and K.

The last ground that most words in English have soundless syllables like visible radiation, know, bought, listen………act.

Recommendations:

There are different schemes to work out spelling jobs. First, do a list of words that you frequently misspell and maintain it following to you as you write. Second, pattern the new words that you learn and use them in sentences. Third, the best scheme is to play games with the words. Fourth, you need a batch of inputs by reading narratives and magazines. Finally, pattern authorship in fun manner and look into it with your instructor.

In add-on, the instructor should play active function in bettering pupil ‘s spelling accomplishments by steering them and utilizing effectual schemes.

Learn the word like this:

  • Expression at the word until you know it. State it easy to yourself

    Without looking at it, compose it out ( I mean write it by manus ) .

  • Check that you got it right.
  • Then compose it out several times. This is so you pattern acquiring it right.
  • Write it in different ways – write it large, so little, compose it in different colourss, in capitals every bit good as in little letters.
  • Finally, look into that you ‘ve got it right.

At the terminal of the procedure, you will cognize the word with your ears, your eyes and with your manus.

Decision

The study shows that some pupils faced jobs in larning 2nd linguistic communication. They are confronting job in spelling more than verbal accomplishments. I showed the common spelling mistakes and how the instructor can work out them to better pupils. In my sentiment, there should be a particular category that focuses on reading and composing for bettering spelling accomplishments. That will do the instructors care more about spelling. We recommend that Education College should supply instructors with preparation classs in developing schemes to better spelling accomplishments. In decision, larning linguistic communication requires a batch of inputs.

Mentions

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