The Use of Different Spelling Strategies among EFL Young Learners

• Autores: Sasan Baleghizadeh, Zeinab Dargahi
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 15, 2011, págs. 151-159
• Idioma: inglés
• DOI: 10.30827/digibug.31988
• Enlaces
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• Resumen
  • español

    Este trabajo tiene como objetivo investigar la frecuencia en el uso de estrategias ortográficas de los niños en los primeros niveles del aprendizaje del inglés.

    También se compara el uso de estas estrategias entre alumnos que escriben bien y normal con los que obtenían pobres resultados. Los participantes de este estudio fueron 32 niños iraníes en los primeras etapas de aprendizaje de la escritura que han sido clasificados en buenos, regulares y pobres atendiendo a su ortografía. Se pidió a los estudiantes que escribieran 20 palabras en un dictado. Se les observó mientras las escribían y se les preguntó sobre las estrategia que empleaban inmediatamente después de escribir cada palabra. Los resultados muestran que la recuperación fue la estrategia que más empleaban seguida de la pronunciación y la analogía. Considerando el uso de las estrategias por parte de los tres grupos, los que escriben bien, normal y mal, se puede concluir que las estrategias más comunes para escribir las empleaban con más frecuencia los que escribían bien y normal, y con menor frecuencia los que obtuvieron pobres resultados

  • English

    The present study aimed to investigate the frequency of children�s spelling strategy use in the primary levels of learning English. It also compared the use of these strategies in good and average spellers with those of poor spellers. The participants of this study were 32 Iranian children at the first stages of learning to spell rated as being either low, average, or above average spellers. The children were asked to spell 20 words in a dictation. They were observed while spelling and were asked about the strategy they used to spell each word immediately after spelling. The results showed that retrieval was the most frequently used strategy by the participants most frequently used by the participants followed by sounding out and analogy. Considering the use of strategies in good, average, and poor spellers, it was concluded that the most common strategies for spelling were used more often by good and average spellers and less often by poor spellers

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