Abstract:
This study investigated spelling errors committed by pupils of Proso D/A JHS in the
Juabeso District and are learning English language (L2) as a core subject. The study
examined written works (essays and class exercises) of 40 pupils who were in form
two(2). The rational for using the form two pupils was that they would soon progress
to form three and prepare for external and also final examination and this is to find the
extent of their early preparation and seriousness towards learning the English
language. The study revealed the pupils committed six types of spelling errors in their
writing. These are letter omission, letter addition/insertion, letter substitution, letter
transposition, multiple letters errors and apostrophe errors. The findings showed that
letter substitution spelling errors was the most frequent type of errors the pupils
committed while apostrophe errors occurred the least. The study also revealed the
causes and effects of spelling errors which have implications on all stakeholders of
education especially pupils and teachers. This study of spelling errors will help
teachers to device strategies that will improve learners' spelling abilities. The study
recommends the need for future research into the area to help improve learners
written communication skills.
Description:
A Thesis in the Department of Applied Linguistics, Faculty of Foreign
Languages Education and Communication, submitted to the School of Graduate
Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
