Over the last few weeks I have been looking more closely at the issue of spelling in the new language. While it's true that a considerable number of spelling errors are a result of carelessness, many others can be ascribed to the interference of English.
By the time students start to learn a new language in Year 3, they have undergone four years of rigorous training in English spelling and phonics. The new language has different letter clusters and sequences, but the students can, often unconsciously, replace these patterns with more familiar English spelling patterns. The four formative years of learning English spelling is enough to build a muscle memory, so that it feels more natural, for example, for a student to write rough than rouge, as the -ough letter cluster occurs in some frequently-used English words and the -ouge cluster is unfamiliar to English native speakers.
Spelling errors of any kind are exasperating for the languages teacher, especially when they are of the je m'apple variety which turn up again and again. A systematic learning of phonics is one of the keys to ensuring more accurate spelling in the new language, but do we also owe it to our students to anticipate the sorts of errors that they are likely to make due to the interference of English and practise these words in a more focussed way?
It is worth noting that this interference may also come from other languages that the student has learned, for example if they are in Year 7 and starting a language that is not the one they studied in Key Stage 2. Any new language will have combinations of letters that are entirely unfamiliar to the beginner student and which they will need to practise in order to build their confidence and to start to build the new muscle memory.
We already draw direct comparisons with English in order to teach grammatical structures such as adjectival word order and the genitive, so should we now extend this to spelling?
Many thanks to the members of the Secondary MFL Matters Facebook group who joined in the discussion about this recently and who also provided many of the examples below:
FRENCH:
|
||
French word
|
often misspelled as
|
reason?
|
amusant
|
amusement
|
written
to make the word look more like the more familiar English ‘amusement’
|
anniversaire
|
anniversarie
|
written
to make the word look more like the more familiar English ‘anniversary’
|
blanc
|
blank
|
students
remember the meaning of blanc by associating it with the English ‘blank’ but
this in turn means that the word is often written to make the word look more
like the more familiar English
|
bleu
|
blue
|
written
to make the word look more like the more familiar English.
|
copain
|
complain
|
-m-
probably added because of the influence of the English ‘companion’
|
danse
|
dance
|
written
to make the word look more like the more familiar English
|
déteste
|
detest
|
written
to make the word look more like the more familiar English
|
équitation
|
equation
|
the
word is obviously unusual looking (and hard to spell/say for an
English-speaking learner) so it is corrected to the nearest known English
word
|
heures
|
hueres
|
-ue- is
much more common in English than -eu-
|
histoire
|
historie
|
written
to make the word look more like the more familiar English
|
il
|
ill
|
the
nearest known English word
|
intéressant
|
interestant
|
written
to make the word look more like the more familiar English
|
je
m’appelle
|
je
m’apple
|
the
nearest known English word
|
magique
|
magic
|
written
to make the word look more like the more familiar English
|
maison
|
mansion
|
written
to make the word look more like the more familiar English
|
manger
|
manager
|
the
nearest known English word
|
montagne
|
montange
|
-gne
words often cause problems for English-speaking learners, as -nge is a much
more common letter sequence in English than -gne.
|
natation
|
nation
|
the
nearest known English word
|
neuf
|
nerf
|
apart
from the obvious phonic influence, some of the influence will come from the
well known Nerf guns….
|
oui
|
qui
|
these
three vowels are never seen together in English. It’s much more common to have q+u and then
another vowel.
|
rouge
|
rough
|
English
words ending -ough are quite common, hence the change to the nearest known
English word.
|
vacances
|
vacancies
|
written
to make the word look more like the more familiar English
|
vingt
|
vinght
|
-gt is
not an English word ending, but there are quite a few words (eight, knight
etc) that end with -ght, hence the correction
|
SPANISH:
|
||
Spanish word
|
often misspelled as
|
reason?
|
centro
comercial
|
centro
commercial
|
written
to make the word look more like the more familiar English
|
difícil
|
diffícil
|
written
to make the word look more like the more familiar English
|
favorito
|
favourito
|
written
to make the word look more like the more familiar English
|
fútbol
|
fútball
|
written
to make the word look more like the more familiar English
|
geografía
|
geographía
|
written
to make the word look more like the more familiar English
|
me
encanta
|
me
enchanta
|
the
nearest known English word
|
seis
|
sies
|
rigorous
application of the “i before e except after c” rule!
|
tecnología
|
technología
|
written
to make the word look more like the more familiar English
|
vamos
|
vamous
|
few
English words end with -os, so this is often written with an -ous ending,
which is more familiar, from words such as famous
|
veinte
|
viente
|
rigorous
application of the “i before e except after c” rule!
|
GERMAN:
|
||
German word
|
often misspelled as
|
reason?
|
es ist
windig
|
es ist
winding
|
-ig as
a word ending is not seen in English, so it is corrected to resemble the much
more common -ing ending
|
Katze
|
Catze
|
written
to make the word look more like the more familiar English
|
langweilig
|
langweiling
|
-ig as
a word ending is not seen in English, so it is corrected to resemble the much
more common -ing ending
|
lernen
|
learnen
|
written
to make the word look more like the more familiar English
|
nicht
|
night
|
the
nearest known English word
|
Schwimmbad
|
Schwimmenbad
|
the
extra -en- is added to make it resemble more closely the English ‘swimming pool’.
|
zwei
|
zwie
|
rigorous
application of the “i before e except after c” rule!
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