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Title SPELLING ERROR ANALYSIS AMONG OROMO LEARNERS OF ENGLISH AT ASELLA TEACHERS TRAINING INSTITUTE
Full text http://etd.aau.edu.et/dspace/handle/123456789/3707
Date 1999
Author(s) YESHITLA, HABTEMARIAM
Contributor(s) Dr. Dejene Leta
Abstract In this study, 160 trainees and five English teachers were involved. Of the 160 trainees, 80 from Asella TTI and the remaining 80 from Dessie TTI were native speakers of Oromo and Amharic, respectively. Similarly, three of the teachers from Asella and two from Dessie were native speakers of the above languages, respectively. Except the teachers, trainees from both TTI's were selected with the help of the Table of Random Numbers. The main purpose of the study was, however, to investigate English spelling errors among Oromo trainees at Asella TTI. Trainees from Dessie were included to identify spelling errors that were particular to trainees at Asella TTI. The English teachers were also included to have more points of reference and see whether or not the teachers commit the same spelling errors. To elicit the possible spelling errors from the above subject groups, composition and dictation tests were administered. Then, the spelling errors obtained from the two tests were listed under the subject groups who committed them (spelling errors). For further analysis, spelling errors committed by trainees of Asella were classified into five major error types and were then, cross-checked with those errors committed by trainees ofDessie TTI as well as the teachers. The results of the study, thus, indicate that most of the spelling errors (about 74.1%) committed by trainees of Asella TTI were intralingual misspellings. Phonetic spellings and errors of analogy with target-language spelling pattern were also found to be the most recurrent errors among the intralingual misspellings. It was also found out that trainees of Asella TTI committed inter lingual spelling errors (about 25.8%) in their writings. In this type of errors, errors of analogy with nativelanguage spelling pattern were found dominant. The data obtained from the teachers' writings, however, show fewer spelling errors both in the composition and dictation as compared with the trainees' errors. In addition, it was found out that there were more spelling errors in the dictation than in the composition writing. On the basis of the study and its results, major conclusions were drawn and pertinent recommendations made.
Language en
Type of publication Thesis
Repository Addis Ababa - University of Addis Ababa
Added to C-A: 2014-01-07;14:51:05