FROM SOUND TO SCRIPT: INVESTIGATING THE PHONOLOGICAL AND ORTHOGRAPHIC DIMENSIONS OF SPELLING ERRORS IN UNDERGRADUATE ESL WRITING

Abstract

Spelling is a crucial part of L2 acquisition and is an important part of the effective development of written communication. Spelling problems are commonly experienced by ESL/EFL students because of differences between the phonological and orthographic systems of their first and second language. Spelling is deemed by Mahmoud (2013) to be one of the basic components of the written language, and Allred (1990) states that spelling skills can affect the effectiveness and creativity of a writer. The difficulty that English language learners encounter is the complex relationship between phonemes (sounds) and graphemes (letters or letter combinations) and sometimes results in spelling errors. The challenges might be because of similarity between English and Urdu phonemes, and/or the difference in orthographic systems of English and Urdu for Urdu learners. Phonological difficulties and irregularities in sound–letter relationships add to spelling problems. To address these challenges, the current study offers a few suggestions on how to enhance learners' spelling skills, such as frequent spelling drills, development of phonemic awareness, explicit spelling of phonemic and morphemic patterns, efficient use of the dictionary, mnemonic strategies, and extensive reading. These strategies can assist learners in making spelling sense, reinforcing sound–letter correspondences, and developing their written communication skills.