SPELLINGS DIFFICULTIES FACED BY SENIOR SECONDARY SCHOOLS STUDENTS

SPELLINGS DIFFICULTIES FACED BY SENIOR SECONDARY SCHOOLS STUDENTS
SPELLINGS DIFFICULTIES FACED BY SENIOR SECONDARY SCHOOLS STUDENTS

SPELLINGS DIFFICULTIES FACED BY SENIOR SECONDARY SCHOOLS STUDENTS

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TABLE OF CONTENTS

Title Page

Declaration

Approval Page

Dedication

Acknowledgements

Table of Contents

Abstract

CHAPTER 1: INTRODUCTION

1.1          Background to the Study

1.2          Statement of the Problem

1.3          Purpose of the Study

 

1.4          Research Questions

1.5          Hypotheses

1.6          Significance of the Study

1.7          Scope/Delimitation of the Study

1.8          Definition of Operational Terms

 

CHAPTER 2: REVIEW OF RELATED LITERATURE

CHAPTER 3: METHODOLOGY

3.1          Design of the Study

3.2          Population of the Study

3.3          Sample and Sampling Techniques

3.4          Research Instrument

3.5          Validity of the Instrument

 

3.6          Reliability of the Instrument

3.7          Administration of the Instrument

3.8          Data Analysis Technique

 

CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1          Analyses of Data Results

4.2          Summary of Major Findings

4.3          Discussion of the Findings

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1          Summary

5.2          Conclusion

5.3          Recommendations

5.4          Suggestions for Further Studies

References

Appendixes

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Learning to spell is more difficult than learning to read, Frith (1985). He further asserts that it is often found that children can read words that they cannot spell. Also, learning a second language is often challenging for learners as their first language may have different language rules according to which they pronounce and spell words.

A second language may have patterns different from their first language, and this creates problems for learners as the patterns of their mother tongue become part of their linguistic instinct, which they attempt to, apply to the second language (Nor & Rashid, 2018).

In order to learn any other language, the learner’s linguistic instinct has to undergo various modifications to accommodate the understanding of the second language and thus developmental stages and encounters with the language many times (Kocatepe, 2017).

 

SPELLINGS DIFFICULTIES FACED BY SENIOR SECONDARY SCHOOLS STUDENTS

Furthermore, spelling is considered an essential component of written language. Without reservation, the potential mistakes in spellings may change the meaning and understanding of written material and would make it unclear.

Hence, it is essential to use the correct spelling of words in order to convey the exact intended meaning of the content. However, in this context, Babayiğit and Stainthorp (2010) state that grammatical and phonological skills make a significant contribution to spelling performance.

Therefore, it can be asserted that spellings play a pivotal role in being a primary and essential skill required by students. In fact, accurate spelling enables writers to express their ideas and thoughts within a standard framework, which is easily understandable by their readers. Spellings difficulties faced by senior secondary schools students.

 

For effective writing, spelling must also be effective. Students, due to ineffective learning, continue to repeat the same spelling errors, even after they have completed high school or University or have started in their field of work, which can create obstacles to their progress and development.

Consequently, spelling errors can handicap students in various ways. Furthermore, according to Rosenthal and Ehri (2010), spelling out loud practice increases the pace of learning the pronunciation of new words. Also, in the same vein, correct spelling of vocabulary is essential to convey the intended meaning (Corder 1981, p. 76).

Therefore, it is on the above assertion that this research aimed at investigating the spellings difficulties faced by senior secondary schools students with a view of making these problems solved.

 

1.2 Statement of the Problem

It is obvious that secondary schools students who learn English as a foreign language, especially are faced with different challenges during the process of learning of the four English language skills, especially writing and its component (spelling). Undeniably, English spelling and difficulties faced by these students have been increasing and has become a problematic area in the process of teaching English as a foreign / second language.

It has also been noticed that Senior Secondary School students have a clear weakness in English spelling. Spellings difficulties faced by senior secondary schools students.

 

These students make a lot of spelling errors, also it has been noticed that, they are incapable of performing even basic writing task. Hence, it is hoped that the findings from this study will help the policymakers in taking necessary steps to improving the learning experience of the above mentioned learners of English.

This research therefore calls for a reform in the English language teaching in the above mentioned schools of the Local Government so that spelling difficulties will improve by the students as it is the foundation of English proficiency.

 

1.3 Objectives of the Study

The main objective of this study is to examine the spellings difficulties faced by senior secondary schools students. Specifically, the study is designed to:

  1. identify the different spelling errors among secondary schools students.
  2. examine the causes these different spelling errors among Secondary Schools students.
  3. provide the solutions to help students overcome errors and mistakes.

 

1.4       Research Questions

These research questions are formulated to guide the study. They include:

  1. Identify the different spelling errors among secondary schools students?
  2. What causes these different spelling errors among Secondary Schools students?
  3. What are the solutions to help students overcome errors and mistakes?

 

1.5       Significance of the Study

It is expected that the result of the study would benefit the above mentioned Secondary School students, teachers, educational administrators and researchers. The findings from this study will also help the educational administrators in the educational system to formulate and implement different kinds of educational programmes that will take into account the student’s spelling difficulties. Spellings difficulties faced by senior secondary schools students.

The significance of this study is due to the importance of correct pronunciation and spelling. The study will also help English teachers to teach students effectively on spelling problem as scholars who teaches foreign language.

In addition, the findings of the study will be useful to teachers of English in various institutions to be aware of the expected areas of difficulties and how they can address them, considering the method that help students to deal with them. Also, this study will be useful for inspectors, who can use the results in field work to draw teacher’s attention to tackle English sounds carefully and seriously for the benefit of students and for reinforcing spelling.

 

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