This study analyzes the fifth edition of the enhanced spelling of the Indonesian language (EYD V) by comparing it with the original Indonesian spelling system (EBI) in terms of the use of character and punctuation. Specifically, it presumes that the frequent occurrence of errors in the Indonesian spelling systems is related to both indifference in Indonesian orthography and recurrent orthographic revisions. Based on this premise, it investigates differences between the original EBI, officially announced in 2015, and EYD V, the latest Indonesian spelling system, in terms of the use of character and punctuation. The analytic results found that EYD V includes several new elements, such as the introduction of a monophthong eu and the use of consonants q, x, and y at the end of words. Furthermore, it was found that EYD V provides the revised and supplemented contents compared to the original EBI from multiple perspectives by implementing enhanced consistency and timeliness in descriptions and error correction. The outcomes of this study are expected to serve as essential data for Indonesian writing education and as comparative data for discussions on Malay orthography in relation to Indonesian orthography.

Previous studies on English spelling have investigated the types of spelling errors and their frequencies, and studies on why learners made those errors have been called for. This study aimed to identify factors leading to errors in the English-spelling of Korean elementary school students. The factors were investigated by using the following methods: A total of 130 students from O Elementary School were given three types of word-writing tasks: dictation of single words, dictation of short sentences, and writing words as many as the students can based on pictures depicting familiar scenes. The errors in their writing samples were classified into five types. The students were interviewed about why they made those errors. The results showed that the errors were influenced by the factors: the students’ first language, background knowledge, pronunciation, and morphological reasons. The results suggest that if teachers understood these factors, they would be able to explore better teaching methods for reducing errors in English spelling, and that future research could apply these factors for further investigations.

The purpose of this study is to examine phonetically if the spelling errors produced by foreign Korean learners are related to learners’ pronunciation by analyzing the pronunciation of plain, tense, and aspiration sounds of foreign Korean learners using a Praat. A statistical analysis was performed on the listening, reading, and writing data produced by 18 foreign university students at the beginner level. The results are summarized as follows. First, foreign Korean learners accounted for the majority of errors in plain and aspiration sound among initial obstruent words. This can be interpreted as an extremely strong or very weak pronunciation of the word, because learners do not properly recognize the intensity of range in plain sounds. Second, the more accurate the learner’s perception was, the more accurate production can be made. Statistically, it was found that the production rate increased by 0.178 each time the perception rate increased by 1. Therefore, the correlation between perception and production is established. Third, the relationship between pronunciation and spelling is a relationship that increases by 0.652 each time the pronunciation increases by 1. It can be explained that there is a possibility that the learner may often write words as they pronounce them.

본 연구는 이명동음 표기에 대한 정의와 기능, 그리고 이러한 이명동음 표기가 낭만주의 시대에 어떻게 활용되었는지 살펴보는데 그 목적이 있다. 이를 위하여 본 논문에서는 먼저 이명동음 기보와 이명동음 전조의 차이점을 명확하게 밝혔다. 즉, 전조에서 축화음을 구성하는 음들이 새로운 조에서 기능의 변화 없이 나타나고, 단순히 기보의 단순함을 위하여 이명동음이 사용되는 경우를 이명동음 기보로 간주하면서 이명동음 전조와 분명하게 구별하였다. 또한 낭만주의 시대의 몇몇 가곡과 기악곡을 예로 하여, 한 악곡에서 이명동음 관계로 이루어진 두 조성, 예를 들면 C 단조와 D♭장조의 변화가 전조가 아닌 단순히 이명동음 표기를 통한 장단조혼용의 관계임을 피력하였다.

This study investigated spelling errors in English stories written by 206 students in an elementary school implementing Korean/English immersion education. Errors were analyzed using crosstab and MANCOVA. Findings are as follows. Spelling errors occurred in 4 categories in order from the most frequent to the least: substitution, omission, addition, and transposition. The error occurrences differed depending on grade level changes: lower grades (Grades 1-3) vs. higher grades (Grades 4-6). The students in both grade levels made more errors in substitution and omission: these error types were significantly decreased as they progressed to the higher grade levels. Errors in addition and transposition showed much fewer occurrences for both grade levels, and these errors did not show a significant decrease because of their rarer occurrences. Overall, the students’ spelling ability increased remarkably as they progressed in grade levels in the immersion environment.

Spelling is a complicated skill, which is difficult to acquire even for native language learners. During the early stages of learning to read, children use various orthographic strategies to spell and their spellings show different developmental characteristics. This present study examines Korean elementary school students" English spelling. This is a cross-sectional study: three hundred and fifty seven students" spelling data was collected from 4th, 5th and 6th grade students and analyzed for comparison from the developmental spelling view. The data was analyzed into two categories: accuracy of spelling at each grade and the children"s invented spellings. Results showed that the EFL children"s spellings have developmental features similar to native language learners or ESL learners. The fourth graders omitted vowels and substituted letter names instead of short vowels. As the grades increase, the salient features of spelling were changed; whereas the fourth graders showed low level achievement in CVVC words, the six graders" spelling presented increased achievement in the same category. However, they have different aspects in detail, e.g. Korean learners acquire diphthongs earlier than CVck, which is unusual compared to the native English learners. Finally, a conclusion was drawn from the data and instructional suggestions are provided.

Motivated by the fact that English spelling c has two different pronunciations [k] and [s], this study investigates the relationship between English orthography c and its pronunciations as reflected in the c-spelled word production by Korean secondary school students. A total of 15 secondary school students produced the stimulus words designed for this study. The study revealed that the students had difficulties in associating the spelling c with the target-appropriate pronunciations because the overall inaccuracy rate amounted to 14.9% in the pretest. Further, the error rates in the pretest were different depending on the word groups; 33.3% for the c+i words, 20.2% for the c+e words, and 14.4% for the final c words. The most predominant error type was the replacement of the target sound [s] with [k], which occurred in the word groups of c+e and c+i. After two sessions of pronunciation training on the c-spelled words, the students showed a significant improvement in producing target words, and thus the overall inaccuracy rates were reduced to 5.5%. Likewise, the error rates for the word groups of c+i, c+e, and final c were significantly decreased to 12.7%, 7.6%, and 6.2%, respectively in the posttest 2. The results were further analyzed in terms of individual lexical items and individual participants and showed different learning processes depending on the lexical items and participants. Based on the findings of the study, implications for pronunciation teaching were drawn.

The knowledge of spelling cannot be earned by learning the relations between the sounds and graphemes. However, this study shows that the learners' knowledge is not a mere result of simple memorization. The current study found that the learners’ spelling knowledge is interwoven with their established phonemic inventory and their imperfect knowledge of the target language spelling. Using a learner corpus (KNU English Learner Corpus) constructed from young learners, primary school grades from 4 to 6, enrolled in a gifted English program, we extracted and examined 125 erroneously spelled words each from the basic level and the advanced level subcorpus. Building on Justicia et al. (1999), the error data were classified into six categories and an additional category of morpheme error (MOR) with substitution and omission errors accounting for 76.3% of the total errors. Conducting further analysis, we were able to identify typical cases of the errors and the underlying causes inducing the errors. Generally speaking, the substitution error is found to be due to the variability between grapheme and sound whereas the omission error is often caused by the learners’ tendency to prefer simpler graphemephoneme relations. There also exists considerable intervention of the learners' Korean phonemic inventory, particularly in lower level learners. The findings from this study can be used to provide various specific guides for effective spelling instruction and help learners become more confident about their writing.