Educational Research (ISSN: 2141-5161) Vol. 5(9) pp.

361-367, November, 2014

DOI: http:/dx.doi.org/10.14303/er.2014.247
Available online@ http://www.interesjournals.org/ER
Copyright © 2014 International Research Journals

Full Length Research Paper

English Spelling Problems among Students at the

University of Dongola, Sudan
Dr. Ahmed Ali Fadul Benyo
University Teacher, Salman Ibn Abdulaziz University, College of Science and Humanity Studies, Sulayiil,
Saudi Arabia
E-mail: [email protected]

Abstract

This study investigated English spelling errors made by first year students of Dongola University,
including both vowel and consonant errors. This study was based on the assumption that the first
year university students have a weakness in English spelling. The researcher carried out this study
to discover the factors behind these problems. Unawareness of spelling rules and sound problems
might be the cause. To deal with English spelling errors, two spelling tests (pre-and post-
intervention) were administrated to two hundred students in two different faculties (Arts and
Education), at Dongola University. The student’s native language is Arabic, they have been studying
English as the University requirement courses not specialized. Sampling procedure was taken from
two different settings. A hundred first year students from the Faculty of Arts and another hundred
students from the Faculty of Education. At the beginning, the pre- intervention test was given to the
students in both faculties, during their first term of university without any explanations of spelling
rules or English sounds. After the pre-test, the students in these faculties were taught a model
spelling syllabus which was designed by the researcher for this purpose. After two months the
students were given the post- intervention spelling test in their second term of university. Based on
the test results, the main findings of the study were that spelling errors were noticeable in vowels,
which were particularly poor. Students face difficulties with English sounds that do not exist in
Arabic. Also, the study indicates that overgeneralization of spelling rules is a causative factor for the
spelling errors committed. Based on an analysis of the results, it is recommended that a possible
solution for the spelling problem involves teaching correct pronunciation, basic spelling rules and
reminding the students of the exceptions to English spelling rules. Students should have a good
grasp of these skills before reaching the secondary educational level. Thus, it is necessary to focus
on spelling rules and English sounds in primary education.

Keywords: EFL, Spine (Sudan Practical Integrated National English), Series of Practical Courses in all
Sudanese Schools.

INTRODUCTION

Language is the mirror that reveals what is going on in a single instance of a two-way one-to-one
the human mind. It is the audible behavior, which correspondence – letter to sound and sound to letter
distinguishes man from other living things (Yule 2006:9). (Norman 2000:39 ). In the present study, efforts will be
On the other hand, language is an acquired habit of exerted on dealing with the spelling errors in the context
systematic vocal and non-vocal activities representing of English as a second / foreign language. The care given
meanings coming from human experience. People use to this language results from its importance as a means
spoken and written language in addition to other means of international communication, and its being widely used
of paralinguistic communication. English language is far in science, technology, literature and etc. Mastering of
from the ideal writing system, as anyone with spelling the writing system of any language includes the ability to
difficulties is well aware. In fact, English does not contain spell properly. Error in spelling may sometimes lead to
362 Educ. Res.

obscurity and these make comprehension virtually spelling performance of Sudanese University students
impossible. Spelling is important for everybody to who have dealt with newly adopted syllabus, i.e. Spine
communicate his/her idea. Correct pronunciation is (Sudan Practical Integrated National English). The
important for conveying the right meaning of a written importance of this study stems out from the importance of
discourse. Bad spelling is a hindrance for the reader to English language itself, especially in Sudan. English
get the meaning of written language. Spelling is very language has been up to recent times, one of a criterion
important in written language, and any mistake in spelling for joining universities and higher institutions. It is the
can affect the written product and may lead to language of research, and a means of instrumental of a
misunderstanding. Therefore, correct spelling of living. Moreover, it is the tool of science and technology
vocabulary is essential to convey the intended meaning and also, means of communication with other nations.
(Corder 1981:76). The study is concerned with a topic Therefore, the significance of this study is due to the
related to the written part of the language, namely the importance of correct pronunciation and spelling. Anyone
problems that face first year students of Dongola who spells correctly, writes correctly and s/he reads
University in sounds recognition and use in English correctly. This study is attempted to find the factors
spelling, and how these problems can be solved. It has causing spelling problem for those, who work in the field
been noticed that English sounds cause a lot of problems of teaching English as a foreign or second language to
to the first year students. Many of the spelling errors are avoid spelling error and to find solution to this problem.
due to these sound problems. So, students have a clear Also, it is useful to the teachers of English so as to be aware
weakness in English spelling. English writing system of the expected areas of difficulties and how they can
based on word form and not pronunciation, and the address them, considering the method that help students
relationship between sound and symbol is arbitrary not a to deal with them. Also, useful for inspectors, who can
clear relationship of one sound to one symbol. Therefore, use the results in field work to draw teacher's attention
students face difficulties with spelling. Many spelling to tackle English sounds as carefully and seriously
errors are due to omission, addition, substitution and for the benefit of students and for reinforcing spelling.
transposition of the sounds. Some students also fail to
use the rules correctly, and rely on their tongue when Objectives of the study
they transmit ideas to a target language. The students
language is Arabic. They were studied (SPINE) English The main objectives of this study:
language courses introduced in Primary and Secondary A. Reconsider the causes leading to the problem of
Schools in Sudanese Educational System. In Primary misspelling, and to suggest a solution or treatment.
level English classes were given mainly in Arabic with B. Identify, classify and analyze the different spelling
little use of English. Classroom hours in the Primary errors and the sounds that constitute the problematic
School is only two lessons per a week, thirty minutes per areas for the first year students of Dongola University.
a lesson. In Secondary School students were taken three C. Provides recommendations to help teachers improve
to four English classes per a week, thirty minutes per a their techniques of teaching spelling and help students
lesson. All the instructions at classroom by Arabic with overcome errors and mistakes.
little use of English Language. When they
joined the University, they were studied English as Questions of the study
one of the general courses introduced as requirements.
A. Are spelling errors due to irregularity of English?
Statement of the problem B. Are most of the spelling errors due to addition,
omission, replacement or transposition of sounds?
English spelling performance of university students has C. Are there ways that could help teachers to improve
recently been declining and has become a problematic students' performance in English spelling?
area in the process of teaching English as a foreign /
second language. It has been noticed that the first year
Hypotheses
student of Dongola University have a clear weakness in
English spelling. These students make a lot of spelling
This study is assumed that the problem under
errors, also it has been noticed that, they are incapable of
investigation is due to the following reasons:
performing even basic writing task. This problem is due to
A. Most of the spelling errors are due to the English
the fact that the students do not know the spelling rules,
sound recognition and its use.
and English sounds recognition. Also, they are
B. There are problems facing students in English spelling
not familiarized with the correct pronunciation system.
rules, and English sounds.
C. The possible solution of the spelling problem rests on,
Significance of the study
teaching correct pronunciation, the basic spelling rules
and reminding the students of the exceptions that every
The present study intends, among other few studies in
language has.
the same field to investigate and analyze the English
 Benyo 363

RESEARCH METHODOLOGY English language, particularly in English spelling.

Although, they studied the same curriculum (Spine) in
The subjects of this study are two hundred (200) first year their schools, their standards are different in English
students enrolled in the academic year (2013 – 2014) in spelling. This might be due to various factors, such as:
the Faculty of Arts and Faculty of Education at Dongola Learning abilities, school circumstances, teachers, etc.
University. They had studied English as a foreign
language for the duration of seven years at Basic Level Sample of the study
and Secondary Level.
In the first year at the University they studied English as The study investigates the performance of English
the requirement not specialized course. spelling of 200 students selected randomly from the first
The procedures used to achieve the purposes of this year at the University of Dongola distributed at the
study set into two main parts: Faculty of Arts and the Faculty of Education . They have
(1) A theoretical framework which includes a literature been chosen to represent the 420 population of the
review. study. These students were given spelling test that
(2) A practical part which includes:- consisted of 50 words, and were ordered to listen to the
a) pre- intervention spelling test. teacher dictating the word twice and then, they started to
b) Teaching a model spelling syllabus designed by the write the word. The spelling test has taken 35 minutes
researcher. class session. Before the students started spelling
c) Post- intervention spelling test. test, the researcher made the necessary
d) The spelling test was administrated the population instructions. The students were asked to take the spelling
chosen for the study. test seriously and they were also, told that
e) The identification, classification and explanation of the spelling test has both educational and linguistic aims.
spelling errors of the chosen population.
Instrument
Population
The researcher investigated the methods of the data
The population f this study are Sudanese university collection gathered from some of the previous studies, so
students in the Northern State, at the University of as to find the most appropriate ones, which would work
Dongola. The population are composed of the students of effectively in giving the required data results. Considering
the first year, in the first semester of the academic year the mentioned methods of data collection of the previous
2013. The population are (420) students, girls and boys studies, the researcher has found that questionnaires for
distributed at the Faculty of Arts and Faculty of both teachers and students will not be useful in is study.
Education are the subject of the study, as follows: 180 The researcher's argument is that: a) The students are
students from the Faculty of Arts, (97) boys and (83) girls, not aware of their problems and what kind of difficulties
and another (240) students of Faculty of Education, (108) they find in listening to English sounds. b) The researcher
of them are boys and (132) girls. All the students are focuses on teaching a model spelling syllabus and
homogeneous in terms of age, learning experience and classroom techniques in dealing with spelling problems.
level, but they are heterogeneous in terms of gender. Besides, it is difficult for the students to be involved in such
Like all Sudanese students, they studied the Spine series method, because of practical reasons. Therefore, the
since they were at Basic School. They started learning researcher avoided using these two methods (questionnaire
English at the fifth grade of Basic school level. So, these and interview) in collecting data for the study. While this
subjects had an average of seven years of formal study concentrates on "Problems of university students in
instruction in English as a foreign language at school. English spelling", the researcher has found
The population under investigation are homogeneous in that English spelling test is the most appropriate tool for
terms of their linguistic homogeneity and educational data collection. Its appropriateness come from the simple
experience. But students' linguistic background might reason that an English spelling test practically students in
cause different problems in the process of learning a situation to recognize English sound and to write.
English language. The purpose behind the choice of the
first year students comes from the fact that, students Procedure of Data Collection
have finished their secondary education after seven
years of learning English as a foreign language. At the To investigate the problems of the first year students in
same time their task (spelling test) will prove whether the English spelling in university, 200 students from the first
Spine series has provided an appropriate material which year at Dongola University were chosen as a sample of
enable them to write clear readable language and to this study. They were taken from two different settings,
pronounce a word correctly. All the students under 100 students from first year at Faculty of Arts and another
investigation have taken English as the requirements 100 students from first year at Faculty of Education. The
from the first semester. So, they faced some difficulties in data were collected by using (pre-spelling test and post-
364 Educ. Res.

Table1. The population

Faculty Male Female Total

Faculty of Arts 97 83 108
Faculty of Education 108 132 240
205 215 420

Table 2. Spellint Test

No. Word No. Word No. Word

1 Prompts 18 Earthworm 35 Leisure
2 Easel 19 Theirs 36 Over
3 Bottle 20 Optimistic 37 Resolvable
4 Intellect 21 Spiritual 38 Owl
5 Twelfth 22 Apartment 39 Church
6 Oil 23 Zoologist 40 Jealous
7 Armistice 24 Eighteenth 41 Withering
8 Conceive 25 Chauffeur 42 Psychology
9 Ambassador 26 Island 43 Queen
10 Government 27 Handkerchief 44 Knock
11 Almighty 28 Discrimination 45 Ballet
12 Photograph 29 Measure 46 Fern
13 Upwards 30 Eardrum 47 Laugh
14 Vision 31 Napkin 48 Supersede
15 Ooze 32 Aircraft 49 Should
16 Through 33 Yoghurt 50 Weigh
17 Estimation 34 Pure

Table 3. Comparison between pre- and post-intervention spelling test (Faculty of Arts)

Pre-intervention spelling test Post-intervention spelling test

1 The total errors were 3561. 1 The total errors were 3048.
2 The vowel errors were 2222. 2 The vowel errors were 1915.
3 The consonant errors were 1339. 3 The consonant errors were 1133.
4 The percentage of the total errors was 71.22%. 4 The percentage of the total errors was 62%.
5 The percentage of the vowel errors to the total errors was 62.8%. 5 The percentage of the vowel errors to the total
errors was 62.4%.
6 The percentage of the vowel errors to the total number of words was 6 The percentage of the vowel errors to the total
44.4%. number of words was 38.3%
7 The percentage of the consonant errors to the total errors was 7 The percentage of the consonant errors to the
37.6%. total errors was 37.2%.
8 The percentage of the consonant errors to the total number of words 8 The percentage of the consonant error to the total
was 26.8%. number of words was 22.7%.

spelling test). The pre-test was given to the students at different between British and American spelling. Also,
Faculty of Arts and Faculty of Education. The total different sound were explained to them, and draw their
number of students were two hundred. At the beginning, attention to irregularity of pronunciation system. Up on
the pre-test has been given to the students in both the completion of this model syllabus, the students will be
faculties without any explanation of spelling rules or able to deal with rules that were given to them, besides,
English sounds. compare the English sounds, recognize spelling patterns
After the pre-test, the students in these faculties and read any given passage correctly. To analyze and
(Faculty of Arts and Faculty of Education) were taught a evaluate spelling errors, the researcher taught the model
model syllabus which is designed by the researcher for syllabus mentioned above. Drills and activities were given
this purpose. The students were taught spelling rules, to the students so as to make them familiar with the rules
such as: the rule that distinguishes between (ie – ei), that were given to them. Teaching of this syllabus (model
doubling a final consonant, dropping a final (e) and syllabus) has taken two months, thirty minutes per a
 Benyo 365

Table 4. Comparison between pre- and post-intervention spelling test (Faculty of Education)

Pre-intervention spelling test Post-intervention spelling test

1 The total errors were 3428. 1 The total errors were 2833.
2 The vowel errors were 2312. 2 The vowel errors were 1761.
3 The consonant errors were 1116. 3 The consonant errors were 1072.
4 The percentage of the total errors was 68.4%. 4 The percentage of the total errors was 56.7%.
5 The percentage of the vowel errors to the total errors was 67.5%. 5 The percentage of the vowel errors to the total errors
was 62.2%.
6 The percentage of the vowel errors to the total number of words was 6 The percentage of the vowel errors to the total number
46.2%. of words was 35.2%.
7 The percentage of the consonant errors to the total errors was 32.6%. 7 The percentage of the consonant errors to the total
errors was 37.8%.
8 The percentage of the consonant errors to the total number of words was 8 The percentage of the consonant errors to the total
22.3%. number of words was 21.4%.

Table 5. Comparison between post-intervention test (Faculty of Arts) and post-test (Faculty of Education)

Post-intervention spelling test Faculty of Arts Post-intervention spelling test Faculty of Education
1 The total errors were 3048. 1 The total errors were 2833.
2 The vowel errors were 1915. 2 The vowel errors were 1761.
3 The consonant errors were 1133. 3 The consonant errors were 1072.
4 The percentage of the total errors was 60.7%. 4 The percentage of the total errors was 56.7%.
5 The percentage of the vowel errors to the total errors was 62.8%. 5 The percentage of the vowel errors to the total errors
was 62.2%.
6 The percentage of the vowel errors to the total number of words was 6 The percentage of the vowel errors to the total number
38.3%. of words was 35.2%.
7 The percentage of the consonant errors to the total errors was 37.2%. 7 The percentage of the consonant errors to the total
errors was 37.8%.
8 The percentage of the consonant errors to the total number of words was 8 The percentage of the consonant errors to the total
22.9%. number of words was 21.4%.

lesson every week. There is only one English class per a positions, at the initial, in the middle and at the final
week in the first year, two hours per a week. Spelling position of the word, consonant, and words with problem
syllabus was given to them only in English. It is an extra areas in English spelling. For the sake of clarifying all
activity of the class as the part of the lesson. After two sides of the problem, different types of vowels (short, long
months the students were given the spelling test (post- and combined vowels), and different types of consonants
test) in the second semester. The dictation of the test has were used. Besides, different types of words
taken thirty minutes. The test contained 50 words. These which are used in everyday English and words
spelling words contained examples of spelling rules and with spelling rules such as: words with (ie) or (ei),
consonan t clusters. Besides, consonants, pure vowels words ending in (-y), doubling consonants and nouns
and diphthongs in different positions, and different vowels take (-es) to form the plural were used. The words of
in initial, in middle and at the final position of the words. spelling test were chosen from students' course book.
After two tests (pre- and post-intervention), the papers
were collected, then carefully marked. The marks of each The Results of Spelling Errors
test were jotted down separately, then a comparison was
done between the students' performance in the two tests. This section presents the results of the field work of the
The errors in the spelling test were categorized into study. The tables below show the results of the first year
two major categories, consonants and vowels. The students of University of Dongola ( Faculty of Arts, pre-
percentage of each category was calculated to show and post- spelling test and Faculty of Education, pre- and
their relative frequency. post- spelling test). They are shown through figures and
percentages. First year students at Faculty of Arts and
Spelling Test Faculty of Education were given the pre-intervention
spelling test without any explanation of spelling rules, or
The spelling test was prepared by the researcher. It was exercises in English sounds. The same spelling test
carried out in the following way: The spelling test (post-test) was given to the first year students at both
consisted of 50 words with the vowel in different faculties, but this time the students were taught a model
366 Educ. Res.

syllabus which is designed by the researcher for this errors were 1761, and consonant errors were 1072. The
purpose. They were taught spelling rules, differences total number of words for spelling 50×100 = 5000. The
between British and American spelling and also, different total percentage = 100%. The percentage of the total
sounds were explained to them, to draw attention errors was 2833×100÷5000 = 56.7%. The percentage of
to irregularity of the English pronunciation system.= the vowel errors to the total errors was 1761×100÷2833 =
62.2%. The percentage of the vowel errors to the total
The result of pre-intervention spelling test (Faculty of number of words was 1761×100÷5000 = 35.2%. The
Arts) percentage of the consonant to the total errors was
1072×100÷2833 = 37.8%. The percentage of the
For the first year students of Faculty of Arts, the total consonant errors to the total number of words was
errors of pre-spelling test were 3561. The consonants 1072×100÷5000 = 21.4%.
errors were 1339, and vowel errors were 2222. The total
number of words for spelling 50 × 100 = 5000 words. The COMPARISON OF THE RESULTS
total percentage = 100%. The percentage of the total
errors 3561 × 100 ÷ 5000 was = 71.2%. The percentage These are comparisons of the results between pre-
of the vowel errors to the total errors was 2222 spelling test and post-spelling test which were carried out
×100÷3561 = 62.4%. The percentage of the vowel errors before and after the model syllabus was taught by the
to the total number of words was 2222×100÷5000 = researcher. The pre-intervention test was given to the first
44.4%. The percentage of the consonant errors to the year students of University of Dongola (Faculty of Arts
total errors was 1339×100÷3561 = 37.6%. The and Faculty of Education) without any explanation of
percentage of the consonant errors to the total number of spelling rules and English sounds. The post-intervention
words was 1339×100÷5000 = 26.8%. For the first year spelling test was given to them, but this time after
students of Faculty of Arts, the total errors of post-spelling explanation of spelling rules, English sounds and students
test were 3048. The vowel errors were 1915, and the were given some sounds practice through the model
consonant errors were 1133. The total number of words syllabus. The differences were shown in the tables above.
for spelling 50 × 100 = 5000 words. The percentage of
the total errors was 3048×100÷5000 = 62%. The
percentage of the vowel errors to the total errors was SUMMARY
1915×100÷3048 = 62.8. The percentage of the vowel
errors to the total number of words was 1133×100÷5000 The study shows that, the spelling causes difficulty to the
= 38.3%. The percentage of the consonant errors to first year students of Dongola University, who represent
the total errors was 1133×100÷3048 = 37.2%. the first year students at the Faculty of Arts when
The percentage of the consonant errors to the compared to the first year students at the Faculty of
total number of words was 1133×100÷5000 = 22.7%. Education. Their inability to recognize the correct sound
affects their performance in the spelling test. The spelling
The result of pre-intervention spelling test (Faculty of test which were prepared for them reflected this
Education) fact. The spelling performance of the students indicated
that, the students commit spelling errors of letter omission,
For the first year students of Faculty of Education, the addition, transposition and substitution. These errors
total errors of pre-spelling test were 3428. The vowel were attributed to the irregularity of English spelling,
errors were 2312, and consonant errors were 1116. The ignorance and incomplete application of rules. Besides,
number of words for spelling 50×100 = 5000 words. The they tend to overgeneralization the rule, in addition to lack
total percentage = 100%. The percentage of the total errors of training and carelessness of the students. Moreover,
was 3428×100÷5000 = 68.4%. The percentage of the vowel the differences in the sound and spelling system of
errors to the total errors was 2312×100÷3428 = 67.5%. The English a main source of students spelling errors.
percentage of the vowel errors to the total number of words Examples mentioned from students spelling test papers
was 2312×100÷5000 = 46.2%. The percentage of the proved this, besides the interference of mother tongue.
consonant errors to the total errors was 1116×100÷3428
= 32.6. The percentage of the consonant errors to the
total number of words was 1116×100÷5000 = 22.3%. Findings

The result of post-intervention spelling test (Faculty With referring to the analysis of students' spelling papers,
of Education) the study reached the following findings:
1. In the Faculty of Arts, the percentage of the total errors
For the first year students of Faculty of Education, the in post-test was 61%, the percentage of the vowel errors
total errors of post-spelling test were 2833. The vowel to total was 62.8%, and the percentage of the consonant
 Benyo 367

errors to total errors was 37.2%.2. In the Faculty of field training particularly for new teachers should be
Education, the percentage of the total errors in post-test considered.
was 56.7%, the percentage of the vowel errors to total 6. It is the responsibility of English teachers and syllabus
errors was 62.2%, and the percentage of the consonant designers to integrate all skills and sub skills to secure
errors to total errors was 37.8%. While in the pre-spelling the student's writing competence.
test, where, there were no sound explanations and I conclude that, the study reveals that the spelling
spelling rules, the number of errors were great in both constitute a real problem among students at the
Faculties. This proved that the first year students have a University of Dongola. As Macline (2001:310) says:
clear weakness in spelling. "English spelling is difficult and irregular, but some rules
3. In the Faculty of Arts, the percentage of the total errors work almost all the time". This is due to the nature of
in pre-spelling test was 71.2%, the percentage of the vowel English spelling system. There is no one to one
errors to the total errors was 62.4%, and the percentage of correspondence between sound and letter. Letters do not
the consonant errors to the total errors was 37.6%. highly represent the speech sounds, for example, the
4. In the Faculty of Education, the percentage of the total letter "a" represents different sounds as illustrate bellow:
errors in the pre-spelling test was 68.6%, the percentage /ei/ as in cake /keik/, table /teibl/.
of the vowel errors to the total errors was 67.5% and the /ͻ:/ as in saw /sͻ:/, tall /tͻ:l/.
percentage of the consonant errors to the total errors was /e/ as in many /meni/, ate /et/.
32.5%. /a:/ as in calm /ka:lm/, bar /ba:/.
5. Spelling errors that are committed by the students are Another example is that one sound can be represented
particularly noticeable in vowel sounds which appeared to by more than one letter, the vowel sound /i:/ can be
be very poor. represented by:
6. Students face difficulties with English sounds that do (ea) as in tea /ti:/, repeat /ripi:t/.
not exist in Arabic language. (ie) as in chief /ʧi:f/, believe /bili:v/.
7. The study indicates that over application of spelling (ei) as in conceive /kənsi:v/, seize /si:z/.
rules and overgeneralization are found to be factors for Also, one can notice that one combination of letters is
spelling errors committed. used to represent different sounds, the combination of
8. The students are not aware of their problems and what letters (ough) represents sounds such as:
kind of difficulties they find in writing English sounds. /au/ as in bough /bau/, plough /plau/.
9. The study reveals that spelling errors are due to the /u:/ as in through /Ɵru:/.
omission, replacement and addition of vowel sounds. /əu/ as in though /Ɵəu/.
The study also indicates that, vowel errors are a major
Solutions area of difficulties among the students at the University of
Dongola.
Based on the results obtained in this study, and the
discussion, analysis and the findings of the study, I
recommend the following: REFERENCES
1. The possible solution to the spelling problems rests on
Akmajian A (2001). An Introduction to the Principles of Transformational
teaching the basic spelling rules, correct pronunciation Syntax. Cambridge, MIT Press.
and reminding the students of the exceptions that every Aronoff M, Rees-Miller J (2003). The Handbook of Linguistics. Blackwell
language has. At the same time teachers should take this Publishing.
area seriously. Students should be exposed to authentic Baker A (1987). Introducing English Pronunciation. A Teachers Guide
to Tree or Three? And Ship or Sheep? Cambridge. Cambridge
materials and a lot of training and practice, because University press.
spelling is a skill that is learnt and mastered by much Brown HD (1987). Principles of Language Learning and Teaching. New
constant repetition (Macline 2001:52). Jersey: Prentice. Halls, Inc.
2. Teachers should be well trained in problem areas of Campbell E (2004). Longman Active Study Dictionary. Scarborough,
Yorkshire.
spelling and phonetics and work continuously to improve Corder SP (1981). Error Analysis and Interlanguage. Oxford, Oxford
students spelling by using such books as: (Better English University Press.
Pronunciation, Tree or Three? And Ship or Sheep? Macline A (2001). Reference Guide to English. A Handbook of English
3. Flash cards, wall- charts, cassettes, CDs and as a Second Language. United States Information Agency.
Washington, Dc.
handwriting which has been designed to accompany first Norman C Stageberg, D Oaks (2000). An Introductory English
year syllabus ( Spine 4 ) should be used extensively. Grammar. Earl Mcpee.Publisher. Thomson Heinle.
4. Much concern should be devoted to the teaching of O'Connor JD (1996). Better English Pronunciation. Cambridge.
vocabulary, because it represents an essential element in Cambridge University Press.
Richard JC (2004). New Interchange English for International
language teaching from early stage of learning process. Communication. Cambridge, Cambridge University Press.
Teachers and course designers should concentrate on Yule G (2006). The Study of Language. Cambridge University Press,
this area with much concern and emphasis. New York.
5. For achieving what has been mentioned, continuous