LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 19:11 November 2019
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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M. S. Thirumalai

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Eclecticism in Teaching Spelling

Chitra S., M.A., B.Ed., M.Phil., Ph.D. Candidate and
Dr. G. Bhuvaneswari

Introduction

English language has a specific spelling pattern. Being a subskill under writing, spelling is considered as one of the essential skill required for good writing because poor spelling creates a poor communication and at times creating a discontinuity in the process of communication. There are certain rules that govern the spelling of the words. The rules governing these spelling patterns are perplexing, leaving both the teachers and the learners in a state of dilemma whether to follow these rules or not. More than 75 percent of the English words follow these rules whereas the rest of the words have some exceptions in spelling which makes the spelling to be ambiguous with the given words. In second language teaching, primary focus is on developing the four basic skills viz. Listening, Speaking, Reading and Writing with less or no importance given to teaching of spelling. To improve the students’ spelling skills, language teachers must possess certain expertise in teaching spelling and implementing in the classroom according to the cognitive level of the students. Major concern lies in the hands of the language teachers to create an awareness about the importance of spelling to the primary and upper primary children because these children acquire the elements of the language quicker than the higher class children.

Learn Spelling or Acquire Spelling

The words ‘learn’ and ‘acquire’ have different meanings. To learn a language is to develop proficiency in the basic skills and communication and intentionally learn proper grammatical structures and various rules of the language in an apposite manner whereas acquiring a language doesn’t require any knowledge in the language. The students learn the elements of the second language in a fun filled way through various kinesthetic activities subconsciously. Many linguists often use the term ‘acquisition’ rather than ‘learning’. They use ‘Second language acquisition’ and not ‘Second language learning’. It is because acquisition retains the concepts for a longer time than by learning. The children get bored by learning the language elements through lectures. They constantly need fun and entertainment in their classrooms. So, any language concept must be made to acquire by the children and not learn.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Chitra S., M.A., B.Ed., M.Phil., Ph.D. Candidate
Government Arts College (Autonomous)
Coimbatore
chitrakaran85@gmail.com

Dr. G. Bhuvaneswari
Assistant Professor
Government Arts College (Autonomous)
Coimbatore
bhuvaneswari1568@gmail.com
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