Frequency Effects on Spelling Error Recognition: An ERP Study

Spelling errors are ubiquitous in all writing systems. Most studies exploring spelling errors focused on the phonological plausibility of errors. However, unlike typical pseudohomophones, spelling errors occur in naturally produced written language with variable frequencies. We investigated the time course of recognition of the most frequent orthographic errors in Russian (error in an unstressed vowel at the root) and the effect of word frequency on this process. During ERP recording, 26 native Russian speakers silently read high-frequency correctly spelled words, low-frequency correctly spelled words, high-frequency words with errors, and low-frequency words with errors. The amplitude of P200 was more positive for correctly spelled words than for misspelled words and did not depend on the frequency of the words. Word frequency affected spelling recognition in the later stages of word processing (350-700 ms): high-frequency misspelled words elicited a greater P300 than high-frequency correctly spelled words, and low-frequency misspelled words elicited a greater N400 than low-frequency correctly spelled words. We observe spelling effects in the same time window for both the P300 and N400, which may reflect temporal overlap between mainly categorization processes based on orthographic properties for high-frequency words and phonological processes for low-frequency words. We concluded that two independent pathways can be active simultaneously during spelling recognition: one reflects mainly orthographic processing of high-frequency words and the other is the phonological processing of low-frequency words. Our findings suggest that these pathways are associated with different ERP components. Therefore, our results complement existing reading models and demonstrate that the neuronal underpinnings of spelling error recognition during reading depend on word frequency.

Errors in machine translation from German into Russian (based on articles of German-language media and their translations)

The article is devoted to the study of errors and inaccuracies made by machine translation systems. The reasons for the appearance of errors of various types in the texts of machine translations of German-language articles of well-known mass media into Russian, made by popular translation programs, are analyzed. A classification of errors is given. The lexical-semantic and lexical-stylistic, normative-usual, grammatical, punctuation and spelling errors are highlighted. Typical “weaknesses” of machine translation from German into Russian are revealed, which should be paid attention to during post-editing of the text of such a translation. It is pointed out that the analysis of typical errors in automatic translation can also be taken into account in the process of improving the algorithm of their work by the developers of machine translation systems.

The impact of analogical effects and social factors on the spelling of partially homophonous verb forms in informal social media writing

The present study examines unintentional spelling errors on past participles produced by Flemish teenagers in private online writing. Previous psycholinguistic research on verb spelling errors in Dutch mainly focused on identical homophones (Bosman 2005; Frisson & Sandra 2002; Sandra et al. 1999). The present study, however, deals with past participles that are only partially homophonous with other forms in the inflectional paradigm and investigates whether the spelling of these verbs is affected by whole-word frequency, paradigmatic and bigram support for the correct spelling and the token frequency of the past participles’ morphological family. The error rates reflect the effect of both paradigmatic and bigram support. Moreover, the unique database makes it possible to analyze the impact of three social factors (Gender, Educational track and Age). Our results reveal an effect on the error rates of all social variables. Finally, these social factors do not interact with paradigmatic and bigram support.

The role of grammar in spelling homophonous regular verbs

Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with secondary school pupils were conducted on Dutch weak prefix verbs. The results confirmed that pupils made many spelling errors and also have great problems identifying the verb forms’ functions. Moreover, a direct correlation was revealed between a pupil’s identification of the form’s grammatical function and its spelling. These results indicate that many errors result from pupils’ inability to determine the grammatical functions of the forms. If pupils know the form’s function, they are more likely to also spell the form correctly. If they do not, they often choose the form’s homophone, especially if the homophone is more frequent than the target form. Spelling education thus needs a strong grammatical basis.

Common spelling errors among students of the first three grades as perceived by teachers and educational supervisors in Karak Governorate: الأخطاء الإملائية الشائعة لدى طلبة الصفوف الثلاثة الأولى من وجهة نظر المعلمات والمشرفين التربويين في محافظة الكرك

The current study aimed at investigating common spelling errors for students of the first three grades as perceived by teachers and educational supervisors in Karak Governorate, as well as providing appropriate educational environments free from difficulties to develop their skills to help them know the strengths to develop them and the shortcomings to address them. The descriptive analytical approach was used, and the study sample consisted of (196) teachers and supervisors, including (176) female teachers and (20) supervisors and supervisors of Arabic language and first grades, a questionnaire was applied to them to estimate spelling errors among students, and the study concluded that the spelling errors in drawing the letters of words were above the educationally acceptable level and higher than the errors Technical spelling, which was below the educationally acceptable level.

Analysis and Development of KEBI 1.0 Checker Framework as an Application of Indonesian Spelling Error Detection

At educational institutions, especially at University, writing scientific papers is a skill that must be possessed by academics such as educators and students. However, writing scientific papers is not easy, there are many provisions and rules that need to be fulfilled. Several studies show that there are still many academics who make mistakes in writing their scientific papers. Some of the mistakes made include punctuation errors, typographic writing errors and the use of non-standard words in Indonesian. Researchers in Indonesia have developed various spelling error detection applications in Indonesian-language scientific papers. This study tries to analyze the development of an application framework for detecting Indonesian spelling errors from various assessment indicators. This study tries to compare the application framework for detecting spelling errors between other studies with proposed application that named KEBI 1.0 Checker. KEBI 1.0 Checker as a spelling error detection application has 3 main features, namely detecting errors in the use of punctuation marks, writing typography, and using non-standard words in accordance with the standards of the Big Indonesian Dictionary and the General Guidelines for Indonesian Spelling. In addition, this study tries to objectively examine the complexity of the features, advantages and disadvantages, methods and the level of accuracy of each application. The results of the analysis show that KEBI 1.0 Checker has the completeness of features, fast computation time, easy application access, and an attractive user interface. However, it is still necessary to improve the precision in correcting spelling errors in typographic words.

Students’ Vocabulary Errors in Constructing Descriptive Text

This research is aimed to investigate an analysis on students’ vocabulary errors in constructing descriptive text at the First Grade Students of SMK IT Al-Halim. The research is conducted through content analysis. Data of the research are taken from documentation of description text and interview with the students of SMK IT Al-Halim. Result of the research shows that there were vocabulary error in constructing descriptive text; there were lexical error, syntactical error, and discourse error. The dominant of errors is in lexical error especially in spelling errors. Vocabulary error is caused they are lacks of awareness of students in increasing mastery of the vocabulary; English words have multiple meanings and confusion, so it makes them difficult in learning English. They are also bored and lazy to look for vocabulary. In other hand, the method used by the teacher does not appropriate in learning process. Therefore, the students should enrich vocabulary by memorize ten or more of vocabulary in one day. The students also should more often open dictionary. Furthermore, and the teacher should motivate the students in learning English. Then, the teachers should give clearly, explanation and clarification when teach English especially in vocabulary for students

Analyzing Grammatical Errors Committed by Students in Writing in the Academic Year 2020/2021

This study aimed to analyze the types of errors in writing recount texts and identify the source of errors in students. The subjects of this study were tenth-grade students of Languages major ??at SMA Negeri 1 Kuta Selatan with a total of 31 students. This research was qualitative descriptive research. Data were collected from students' writing assignments, questionnaires, and interviews. This study used the theory of Dulay et al. (1982) to find out the types of errors supported with the theory from Sawalmeh (2013) regarding spelling errors which was supported by the theory from Besten & Granger (2011). The theory from Brown (2007) was used to find out the source of students' errors. The results of this study indicate that the types of errors found in student texts are omission, misformation, addition, misordering, and spelling. Sources of student errors are interlingual transfer, intralingual transfer, the context of learning, and communication strategy.

The incidence of dysgraphia in Arabic language in children with attention-deficit hyperactivity disorder

Background Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Although children with ADHD made much more spelling errors, they had a distinct pattern of letter insertions, replacements, transpositions, and omissions. This mistake type is sometimes referred to as graphemic buffer errors, and it is caused by a lack of attention required for motor planning. The aim of study was to assess the incidence of dysgraphia in Arabic language in children with ADHD for better helping, diagnosis and management of those children. Results Ten percent of ADHD children had normal handwriting with no disability, 40% had excellent handwriting with a minimum of disability and 50% of ADHD children showed mild to moderate disability. There were significant differences between ADHD children and control children regarding results of each item on the subtest of handwriting of dysgraphia disability scale (DDS), respecting lines, spacing between words, letter direction, spelling a sentence, and punctuation. Drawing affected in ADHD children. The finger tapping speed was affected in almost ADHD children. Conclusions Dysgraphia highly presents in our sample of ADHD children with poor fine motor skills in ADHD children than normal children. ADHD children have illegible handwriting, not respecting lines, insufficient space between and within words, multiple spelling errors, and omissions of letters or words. Graphesthesia and stereognosis are affected more in ADHD children than in control children drawing and finger tapping speed affected in ADHD children.