English orthographic depth among Malay learners at a primary school

Khairunnadiah Mohd Samuddin, Pramela Krish N. Krishnasamy

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)56-68
Number of pages13
Journal3L: Language, Linguistics, Literature
Volume24
Issue number1
DOIs
Publication statusPublished - 1 Jan 2018

Fingerprint

primary school
orthography
student
linguistics
learning
performance
literacy
Orthographic
Primary School
Spelling
educator
cause
Teaching
interview
language
school
L2 Learning
Contrastive Analysis
Orthography

Keywords

  • English language
  • Malay language
  • Morphology
  • Orthography
  • Phonology
  • Spelling
  • Young Malay learners

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

English orthographic depth among Malay learners at a primary school. / Samuddin, Khairunnadiah Mohd; N. Krishnasamy, Pramela Krish.

In: 3L: Language, Linguistics, Literature, Vol. 24, No. 1, 01.01.2018, p. 56-68.

Research output: Contribution to journalArticle

@article{ecd91024a92d41ab87c75b528c775116,
title = "English orthographic depth among Malay learners at a primary school",
abstract = "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.",
keywords = "English language, Malay language, Morphology, Orthography, Phonology, Spelling, Young Malay learners",
author = "Samuddin, {Khairunnadiah Mohd} and {N. Krishnasamy}, {Pramela Krish}",
year = "2018",
month = "1",
day = "1",
doi = "10.17576/3L-2018-2401-05",
language = "English",
volume = "24",
pages = "56--68",
journal = "3L: Language, Linguistics, Literature",
issn = "0128-5157",
publisher = "Penerbit Universiti Kebangsaan Malaysia",
number = "1",

}

TY - JOUR

T1 - English orthographic depth among Malay learners at a primary school

AU - Samuddin, Khairunnadiah Mohd

AU - N. Krishnasamy, Pramela Krish

PY - 2018/1/1

Y1 - 2018/1/1

N2 - 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.

AB - 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.

KW - English language

KW - Malay language

KW - Morphology

KW - Orthography

KW - Phonology

KW - Spelling

KW - Young Malay learners

UR - http://www.scopus.com/inward/record.url?scp=85045693645&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85045693645&partnerID=8YFLogxK

U2 - 10.17576/3L-2018-2401-05

DO - 10.17576/3L-2018-2401-05

M3 - Article

VL - 24

SP - 56

EP - 68

JO - 3L: Language, Linguistics, Literature

JF - 3L: Language, Linguistics, Literature

SN - 0128-5157

IS - 1

ER -