Abstract:
Owing to a remarkable revival of interest in English Foreign Language learners’ spelling
errors, the present study aimed at investigating the spelling problem among second year
students at the department of English, university of Mohammed Seddik Ben Yahia/ Jijel,
and identifying the commonest types and likeliest causes of their spelling errors. Moreover,
the study aimed at investigating both students’ and teachers’ perceptions of the spelling
problems that students encounter. Furthermore, it attempted to shed light on the spelling
strategies used by the students. The study was based on the hypothesis that if students’
were aware of their spelling problems and used a variety of strategies to improve their
spelling, they would not experience serious spelling difficulties. In order to achieve these
aims, the researchers opted for a dictation test, a translation test, a questionnaire for
students and another one for teachers. The findings of the study revealed that the frequency
of students’ spelling errors is high and therefore students are experiencing serious
difficulties in spelling English words. The major causes behind students’ poor spelling
performance were found to be the irregularity of English spelling system, the complexity
of rules and exceptions as well as confusing words, students’ ignorance of spelling rules,
students’ carelessness and their lack of interest to learn spelling. Moreover, the obtained
results demonstrated that the students use a narrow range of spelling strategies with great
reliance on phonological strategies which have further complicated of the problem. The
analysis of the research findings confirmed that the students face great difficulties in
spelling because they are not aware of their spelling problems and they use limited
strategies to improve their spelling. Based on the results of the study, some pedagogical
recommendations were suggested for further research
