Spelling Games and the Orthographic Abilities of Young EFL Learners

Year 2020, , 320 - 334, 25.10.2020

Mustafa Şevik , Fatma Bostancıoğlu

https://doi.org/10.31464/jlere.672611

Abstract

Learning a language requires acquiring a complex and a four-language-skills-integrated process and a target language can only be fully comprehended by mastering these skills. However, in the latest version of Turkish Primary and secondary school English lesson curriculum, listening and speaking skills are seen as primary, while reading and writing skills are secondary. Thus, young Turkish EFL learners’ writing skills in English do not develop to the full. Once, the differences between the Turkish and English orthographies are added the writing task is becoming even more challenging for young Turkish EFL learners. Most of the related literature on orthographic abilities of EFL learners focus on the differences between L1 and L2 and the reasons for misspellings but experimental studies are rare. Therefore, this experimental study aims to explore the effects of spelling games on the orthographic abilities of 3rd grade young EFL learners in a Turkish primary school context. The results were examined in terms of participants’ and target vocabulary correct spelling rates and the experimental group scored higher in both. In the light of the findings, it is argued that spelling games positively affect the orthographic abilities of young EFL learners and therefore, should be used during spelling activities.

Keywords

Young EFL Learners, Spelling games, orthographic abilities

References

• Apel, K. (2011). What Is Orthographic Knowledge?. Language, speech, and hearing services in schools. 42, 592–603. DOI: 10.1044/0161-1461(2011/10-0085)
• Apel, K., Wilson-Fowler, E., & Masterson, J. (2011). Developing word-level literacy skills in children with and without typical communication skills. In S. Ellis & E. McCartney (Eds.), Applied Linguistics and Primary School Teaching (pp. 229-241). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511921605.023
• Bostancıoğlu, F. (2019). The Effects of Spelling Games On The Orthographic Abilities Of 3rd Grade Young EFL Learners. Burdur Mehmet Akif Ersoy University, Institute of Educational Sciences, Unpublished MA Thesis.
• Cambridge Dictionaries Online. (2016). Retrieved from http://dictionary.cambridge.org/
• Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
• Caravolas, M. (2006). Learning to Spell in Different Languages: How Orthographic Variables Might Affect Early Literacy. In M. Joshi & P. G. Aaron (Eds). Handbook of orthography and literacy. Mahwah, NJ: Erlbaum Associates. Retrieved from https://ebookcentral.proquest.com 611-628.
• Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
• Dağlıoğlu, Ö. (2015). İngilizce 3. Bilen Yayınları.
• Durgunoğlu, A. Y. (2006). How the language's characteristics influence Turkish literacy development. In M. Joshi & P. G. Aaron (Eds). Handbook of orthography and literacy. Mahwah, NJ: Erlbaum Associates. Retrieved from https://ebookcentral.proquest.com
• Durgunoğlu, A. (2017). Learning to Read Turkish. In L. Verhoeven & C. Perfetti (Eds.), Learning to Read across Languages and Writing Systems (pp. 416-436). Cambridge: Cambridge University Press. doi:10.1017/9781316155752.018
• Graham, S., Freeman, S., & Miller, L. (1981). Spelling Games and Activities. Educational Resources Information Center (ERIC), 1-24. Retrieved from http://files.eric.ed.gov/fulltext/ED208425.pdf
• Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
• Haznedar, B., & Uysal, H. H. (2010). Introduction: embracing theory and practice in teaching languages to young learners. In B. Haznedar & H. H. Uysal (Eds.), Handbook for teaching foreign language to young learners in primary schools (pp. 1-20). Ankara: Ani Yayincilik.
• McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford:Oxford University Press.
• MoNE. (2018). 2018 Primary and secondary schools English lesson curriculum. Retrieved from http://mufredat.meb.gov.tr/ Online Etymology Dictionary, (2018). Retrieved from www.etymonline.com/word/game
• Perfetti , C. A., Zhang, S., & Berent, I.(1992). Reading in english and chinese: Evidence ‘‘universal” phonological principle. In R.
• Foster & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 227-248). Amsterdam: Elsevier.
• Perfetti, C., & Harris, L. (2017). Learning to Read English. In L. Verhoeven & C. Perfetti (Eds.), Learning to Read across Languages and Writing Systems (pp. 323-346). Cambridge: Cambridge University Press. doi:10.1017/9781316155752.014
• Pound, L. (2005). How children learn. London: Step Forward Publishing.
• Seymour, P. H.K. (2006). Theoretical framework for beginning reading in different orthographies. In M. Joshi & P. G. Aaron (Eds). Handbook of orthography and literacy. Mahwah, NJ: Erlbaum Associates. Retrieved from https://ebookcentral.proquest.com
• Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford: Oxford University Press.
• Şevik, M. (2009). The teaching of modern foreign languages in primary schools and generalist class teachers. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi. 377-401.
• T.C. Resmi Gazete, (1997) Kanunlar. 23084. 4306.
• T.C. Resmi Gazete, (2012). Kanunlar. 28261. 6287.
• Treiman, R., & Cassar, M. (1997). Spelling acquisition in English. In C.A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages, (pp. 61-80). Mahwah, NJ: Lawrence Erlbaum Associates.
• Wright, A., Betteridge, D., & Buckby, M. (2006). Mainly writing. Games for Language Learning (Cambridge Handbooks for Language Teachers). 58-79. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667145.006
• Wright, W. (2010). Foundations for teaching English language learners: Research, theory,policy and practice. Philadelphia, PA: Caslon.
• Yolageldili, G.,& Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Elementary Education Online, 10(1), 219-229, 2011. Retrieved from: http://ilkogretim-online.org.tr