Spelling And Pronunciation Errors In English Language
International Journal of Educational Research and TechnologyP-ISSN 0976-4089; E-ISSN 2277-15571557IJERT: Volume 8 [1] March 2017: 25--31 All Rights Reserved Society of Education, IndiaWebsite: www.soeagra.com/ijert.html.com/ijert.htmlICDS : 5.8 [University of Barcelona, Barcelona]Global Impact Factor: 0.765 Scientific Journal Impact Factor: 3.72Journal Impact Factor (JIF) : 1.54ORIGINAL ARTICLESpelling and Pronunciation Errors in English LanguagePreeti SinghJamia Millia IslamiaNew DelhiARTICLE d03.03.2017CITATION OF THIS ARTICLEABSTRACTPronunciation is the way a word or a languagelanguage is spoken, or the manner whichsomeone letters a word. A way of speaking a word, especially a way that is acceptedor generally understood. Pronunciation is a graphic representation of the way aword is spoken, using phonetic symbols. It is generally rrecognized thatpronunciation is the first and most important thing native speakers notice during aconversation. Knowing grammar and vocabulary is important but useless if thespeaker is unable to pronounce those structures or words correctly. AdditionallyAdditionally,native speakers are more likely to understand someone, even in spite ofGrammatical errors, if this person uses correct pronunciation.Keywords: Pronunciation, EnglishPreeti Singh. Spelling and Pronunciation Errors in English LLanguage. Inter. J. Edu.Res. Technol. 8[1] 2017; 25-31.DOI 10.15515/ijert.0976 4089.8.1.2531DOI:INTRODUCTIONPronunciation is the way a word or a language is spoken, or the manner which someone letters a word. Away of speaking a word, especially a way thatthat is accepted or generally understood. Pronunciation is agraphic representation of the way a word is spoken, using phonetic symbols.Unfortunately, numerous teachers are not aware of the importance of pronunciation and spellings . In thefirst place, theyhey emphasize the role of grammar and vocabulary learning in the acquisition of a foreignlanguage. The overwhelming majority of English language teachers help students become competentabove all in listening and reading . Secondly, many of them think that pronunciation study is too difficultand worse, boring for young learners. Besides, teachers complain about the lack of high quality andsuitable teaching and learning materials and about the lack of time to practice pronunciation. Accordingto Harmer (2001),001), ‘they feel they have too much to do already and pronunciation teaching will only makethings worse.’ Moreover, Harmer adds (2001) that there are teachers who claim that students acquirequite good pronunciation in the course of their studies without specific pronunciation teaching.However, the acquisition of reasonable pronunciation by some students without any effort from the sideof the teacher depends on a number of factors. Ken worthy (1987) specifies some of them, in particularthe phonetic abilitieslities of learners, integrative motivation and ‘achievement motivation.’ Equally, it appearsthat the number of students who appreciate the importance of good pronunciation is limited. Takingthese facts into account, teachers ought to convince their studentsstudents of the need to study pronunciationrigorously and help them to learn how to pronounce English sounds correctly. What is more, it istempting to suggest that the very first English lesson should deal with pronunciation. If students do nothave an opportunityunity to practice good pronunciation at the beginning of their learning, they may buildtheir habits in the wrong way. For this reason, learning words without pronunciation during beginninglessons is potentially damaging to their overall success.It is generallyenerally recognized that pronunciation is the first and most important thing native speakers noticeduring a conversation. Knowing grammar and vocabulary is important but useless if the speaker is unableto pronounce those structures or words correctly. Additionally,Additionally, native speakers are more likely tounderstand someone, even in spite of Grammatical errors, if this person uses correct pronunciation.When mispronounced, the simplest words will prevent the speaker from communicating effectively inEnglish.IJERT Volume 8 [1] March 201725 P a g e 2017 Society of Education, India
Preeti SinghCAUSES OF DEFECTIVE SPELLING AND PRONUNCIATIONInfluence of mother tongue: A Child develops the speech habit of his mother tongue. When he learns aforeign language, his mother tongue speech habits come in the way. He thinks in his mother tongue andthen translates his thoughts in English. Thinking and speaking should be in one language. Our Englishteacher and their pupils speaks English as it were English as it were Hindi, Bengali, Marathi, Punjabi,Haryanvi etc. our regional speech habits have influenced our spoken English and regionalized it.Dearth of books on phonetics: The books on phonetics can help the English teachers and their students.But today there is death of books on phonetics written in a simple language.Lack of Phonetics Knowledge: Most of our English teachers do not know about phonetics or phonology.Therefore they do not impart good training of speech to their students. They have got their defectivepronunciation. The students learn the defective pronunciation from their teachers. This process goes onwhen the students become teacher they also impart the training of defective speech habit. This viciouscircle of speech habit is developed and it is rather impossible to break it.Reflection of Regional Area: A sound of Indian Language differs from English Language. In India, EnglishPronunciation is different from region to region and it is marked by regionalism.Pronunciation and spellings defects in teachers and students: Many teachers are not able topronounce correctly. This effects the pronunciation of their students. They have not sufficient knowledgeof phonetics and phonology. The physical disability of a child sometimes causes poor pronunciation. It iscause of retardation in pronunciation as well as spellings .Lack of Congenial Environment: Sometimes speaking opportunity is not provided by the Englishteacher in the classroom. Oral practice is not done during teaching learning process. Oral aspect of thelanguage is totally neglected which leads to wrong pronunciation. Proper attention is not paid to EnglishPronunciation. Most of the teachers have got their poor pronunciation and that is why they are unable toimprove the pronunciation of their students. Proper congenial environment is not provided in school toimprove pronunciation skills.Language learners often produce errors of syntax, vocabulary, pronunciation thought to result from theinfluence of their mother tongue, such as mapping its grammatical patterns inappropriately into thesecond language, confusing items of vocabulary like homophones and homonyms and pronouncingcertain sounds incorrectly or with difficulty. This is known as "language interference". However, thesetransfer effects are typically stronger for beginner’s language production, and Second LanguageAcquisition research has highlighted many errors which cannot be attributed to the LI, as they areattested in learners of many language backgroundsIndian Learners of English encounter a lot of problems at primary ,secondary and at the undergraduatelevel. The reasons being most of them come to the universities after studying in the local vernacular. Theareas where they feel utmost difficulties are pronunciation, grammar, vocabulary and meaning. Theirdifficulty in pronunciation springs from the fact that their articulator system gets tuned with sounds oftheir mother tongue the time they start learning English. So it is quite natural that when they speakEnglish, there will be mother tongue interference. What we aim is to develop in them a form of StandardEnglish i.e. they should be able to listen to native speakers and to understand the English language and tospeak the type of English which is intelligible to native speakers. This is essential in the changing globalscenario where communication is the key to success. We can achieve this objective by exposing them toStandard English.OBJECTIVES To observe and analyze, reading and speaking of class 9 government schools students of Jaipur,in order to identify types of spelling and pronunciation errors. To categorize and classify the types of spelling and pronunciation errors in English language. Diagnosing errors and preparing remedial exercises .HYPOTHESISSSThere will be significant effect of remedial exercises on English pronunciation.TOOLSThe diagnostic tests for assessing pronunciation errors of class nine students were prepared for pretryout-test. The types of pronunciation and spelling errors were identified and a test consists of 240words were selected. The words were categorized and classified on the basis of different types ofpronunciation errors.The final form of diagnostic test was consist of 60 words in alphabetical order and an oral test fordiagnosing pronunciation and spelling errors were administered on 40 students of class ninth. Conclusionand analysis of wrongly spelled and mispronounced words were done alphabetically.These words were again categorized on the basis of types of pronunciation and spelling errors committedby students.IJERT Volume 8 [1] March 201726 P a g e 2017 Society of Education, India
Preeti SinghConstruction of a Diagnostic Test:A list of words for diagnostic test was prepared to diagnose the pronunciation and spelling errors . Thediagnostic test is normally graded under achievement test however it is different from the proficiency testin the sense that diagnostic achievement tests are those which indicate unambiguously the student’smastery of each of the language aspect tested (Clark 1972). Such diagnostic tests therefore have to focuson a single aspect of language competency at a time. Therefore a diagnostic test will be prepared to knowthe nature of different types of pronunciation and spelling errors. It will be divided into two parts. Theoral tests based on different categories of errors will be tried out on 40 students as the investigator willalso try to identify the words which are wrongly spelt due to wrong pronunciation.On the basis of which final forms of diagnostic test consist of 60 words was developed. The next step willbe administration, scoring, tabulation, interpretation and analysis of data. On the basis of oral responsesgiven by these students categorizes of different types of pronunciation and spelling errors were preparedin the tabular form. Frequencies were noted down and difference in between the pre and post test wascalculated. Separate tables were prepared to analyze the different errors related to English pronunciation.Administration of the test:The test was administered to 40 Students of class 9 in government schools of Jaipur. The pronunciationrelated responses were noted down. On the basis of which a table was prepared depicting types ofpronunciation errors committed by students.Practice exercise and teaching sessions were conducted for individual students and students in group.After completion of these sessions a post-test was administered by the researcher to see the achievementlevel of the same group of students after teaching through remedial exercises.Sources of data collection:The data is collected from the primary sources.Nature of data collection:The nature of data is quantitative.Collection of Data:After the construction of diagnostic tests, the next step was to collect data from class 9 students.Scoring of tests:Scores of the mispronounced words been noted down and with the help of these scores a battery ofremedial exercises were constructed by the researcher .In order to conduct the remedial exercises onstudents. The scores of pre-test and post test were depicted in tabular form .REMEDIAL EXERCISES:1. Exercise related pronouncing with silent letters:These are those letters in words which are not pronounced when we speak the word. In other words,these letters or alphabets are written when spelling the word but not said out loud verbally. This ismainly because of the changes in pronunciation that the English language has seen over the centuries.Hindi the mother tongue is a phonetic language, the word is pronounced in the same way as it is written.As English is not a phonetic language their is no set rules but practice of listening – speaking helps anindividual to develop skills of correct pronunciation.Exercises – 1S.No.WordsSilent icOIJERT Volume 8 [1] March 201727 P a g e 2017 Society of Education, India
Preeti PEGHTTYLE2. be careful not to drop the ending of words:Many speakers drop the last sound in a word, or the ending of a word. This can have a significant impacton listeners being able to clearly understand your speech or meaning. When speaking English, be sure toclearly pronounce the final P, B, T and D sounds in words.Exercise 2S.No.Words1.Boon not boo2.Cursory not cursoree3.Arrogate not arroga4.Languid not Langui5.Florid not floree6.Limpid not limpi7.Myriad not myriae8.Neophyte not neophy9.Surfeit not surfee10.Usurb not usur11.Staid not stai12.Abrogate not Abrogae13.Salient not salien14.Tacit not taci15.Hope not Hoe16.Tube not tue17.Cat not ca18.Would not wou19.Could not cou20.Bulb not bul3. Properly pronounce the Invisible 'Y' Sound:The invisible 'Y' sound is found throughout English. However, typically foreign speakers of English do notknow about or use this very important element of pronunciation. Although you will never see the letter'Y' in these words, this subtle sound must be included in pronunciation or it will be very hard for listenersto understand what you are saying. When you are able to learn when to pronounce the invisible 'Y', youwill be amazed at how much better your English will sound.Exercise 3S.No.Words with invisible 'Y' Sound1.Abrogate Abro – g – y – ate2.Acerbic Acer – b – y – ic3.Contrite Con – tri – y – te4.Create cree – y – ate5.Dither Di – y – ther6.Deprecate Dep – re – c- y – ate7.Defile De – f – y – ile8.Distribute Dis – tri – b – y – ute9.Inure In – y – ure10.Interview In – ter – v – y – ue11.Jubilant Jubi – y – lantIJERT Volume 8 [1] March 201728 P a g e 2017 Society of Education, India
Preeti Singh12.13.14.15.Regular Re – g – yu – larReunion Re – y – unionLanguid Lan – gu – y – idVacillate vaci – ll – y – ate4. Learning the unique words with Rhymes:Exercise uixotic48.Replete49.RestiveIJERT Volume 8 [1] March 2017Rhyming Wordsabate, aerate, airfreightairsic, artic, aspicmutiny, phony, penneyalmsmen, ammon, aspenaction, auction, aspersionaseptic, asthmatic, asphalticdiversion, excursion, inversiondeciduous, insiduous, capriciousprankish, brandish, Standishkoon, moon, noonmusk, tusk, huskfurnish, tarnish, varnishcolony, mahogony, monotonybole, bohl, boalsupidity, humidity, validitynursery, ursery, anniversarycorporation, operation, sensationbrite, site, spritefry, brye, dryeserious, mysterious, imperiousextricate, educate, dedicatesubversive, dispersive, coercivebither, wither, slitherbuttery, blustery, cutleryvince, wince, princegracious, specious, salacioushideous, insidious, invidioushorrid, torrid, gorridanxious, fatuous, superciliouscarolous, perilous, querulousvarious, hilarious, nefariousserious, delirious, mysteriousfringe, hinge, klingesure, pure, cureplesant, lubricant, triumphantchronic, phonic, toniccodlin, goblin, modlinfader, trader, graderadjacent, complacent, complaisantgeophyte, dynamite, biteaccurate, doctarate, moderateboutique, critique, moniquemelodious, commodiousflora, mora, horapassaic, mosaic, archaicneile, cecile, emileerotic, exotic, roboticprete, swete, gretefestive, digestive, suggestive29 P a g e 2017 Society of Education, India
Preeti antWhistleWistfulZenithZephyrbrilliant, lenient, gradientcurious, furious, injuriouspaid, laid, waiddemise, chastise, despisedisparity, prosperity, sincerityancient, ambientintractable, retractablemodulate, correlate, suffocateslurp, burp, erop.cogenerate, degenerate, regeneraterecalculate, tabulate, extrapolatedignify, justify, signifymordant, discordant, retardantthistle, enturistle, gristleFistfulbeneath, Kennethheifer, peffer, keffer5. The Letter Combination Ch has three distinct sounds:This is basically that letter which commonly generates confusion in the learners while pronouncingwords, in writing, reading and even listening. It needs to be remembered this in order to spell the wordsproperly but it can help to learn the same pattern of words together.Exercise 5IS.No.1.2.3.4.5.6.7.8.9.10.11.12.Ch pronounced 11.12.Words of Ch saying K or 5.6.7.8.IJERT Volume 8 [1] March 2017Ch pronounced differently for different eParachuteChivalry30 P a g e 2017 Society of Education, India
Preeti Singh6. Pronouncing ContractionsContractions are the most commonly used words in our today's life. People use this in order to speed uptheir work. Many people who speak English as a second language feel uncomfortable making contractionswhile speaking. But to really sound natural in English, its important to say these words correctly andappropriately.Exercise 6S.No.WordsContractions1.I amI'm / aim2.You areYou're / You3.He isHe's / Heez4.She isShe's / Sheez5.We areWe're / Wear6.They areThey're / Ther7.I willI'll / ail / aisle8.You willYou'll / yul9.He willHe'll / hil / heel10.She willShe'll / shil / sheel11.We willWe'll / will / weel / wheel12.They willthey'll / thelINTERPRETATION OF DATATo see the impact of six remedial exercises on students. Special classes were arranged for students andpractical importance of each exercise and component of practice was explained to students. Studentparticipated with full enthusiasm, a new list of an increased difficulty was again administered on studentsto see the impact of these remedial exercises. The words in this list were arranged alphabetically .Theresult is tabulated below which shows that although that even after raising the difficulty level studentshave shown signs of improvement. Out of these forty students some pronounced this list of wordscorrectly whereas another few still needs more practice.IJERT Volume 8 [1] March 201731 P a g e 2017 Society of Education, India
Spelling and Pronunciation Errors in English Language ARTICLE HISTORY Received: 11.01.2017 Revised 01.03.2017 Accepted 03.03.2017 ABSTRACT Pronunciation is the way a word or a langu someone letters a word. A way of speaking a word, especially a way that is accepted or generally understood. Pronunciation is a graphic representation of the way a
Vocabulary and Spelling snapshot and lessons Lessons From all WordFlyers levels 3 Topic Lessons Compound words 7.0.7 Spelling 7.3.4 Spelling 8.0.1 Spelling 9.3.2 Spelling 10.0.10 Spelling 10.1.6 Spelling Descriptive language adjectives 7.1.11 Vocabulary 8.0.4 Vocabulary 9.0.2 Vocabulary 10.0.1 Vocabulary Descriptive language adverbs
Orthographic knowledge for spelling 70 Strategies for learning the spelling of words 87 Organising for spelling instruction 92 The spelling lesson 97 Writing and proofreading for spelling 98 The dictionary as a source of spelling knowledge 100 Case story 1 What works for me – Teaching spelling in Ye
each week examining and writing the spelling words together. Make a game of spelling practice. Many simple games such as "Tic-Tac-Toe," "I Spy," and "Simon Says" can be adapted to include spelling words. The Spelling Study Strategyis a method for studying any spelling word. Help your child make a habit of using it for spelling practice.
Jan 03, 2021 · 3rd Grade Spelling Words Third Grade Spelling Words 2/22 The third grade spelling bee word list acts as the complete spelling bee guide for third grade students. This list contains spelling words that are often seen in spelling bees for third graders. This comprehensive list contains a lot of new
pronunciation. In order to master English spelling, one needs to learn a great many spelling rules and be aware of the numerous possible letter combinations. English Spelling and Pronunciation Jerome K. Jerome says, “English spelling would seem to have been designed
The pronunciation of many English sounds can be predicted by their spelling. The ‘Spelling & Sound’ section shows you how to select sounds accurately by interpreting spelling. EXERCISE - Each group of words contains an identical spelling. - Circle the word that you think is pron
Different teaching methods have had different opinions about the importance of learning correct pronunciation and about how pronunciation should be taught. See Appendix 1, page 449, for a chart that summarizes various teaching methods’ approaches to teaching pronunciation. What is the main emphasis of pronunciation teaching today?
For the EFIAP/d2 100 awards with 30 different works in 7 different countries For the EFIAP/d3 200 awards with 50 different works in 10 different countries 4.3. The candidate for an "EFIAP Level" distinction must submit: a) A complete application using forms prescribed by FIAP (which can be downloaded from FIAP’s website, see 9.1.). b) A number of photographs as indicated hereunder: These .
