English Spelling Errors in Hindi Speaking Children

International Journal of Language and Applied Linguistics
2015; 1(2): 28-34

Published online June 15, 2015 (http://www.ijlal.ir)
ISSN: 2383-0514 (Online)
2015 Khate Sefid Press
English Spelling Errors in Hindi Speaking

Children
Bornini Lahiri
Central Institute of Indian Languages, Mysore, India
Email: [email protected]
Abstract The present study reports an investigation of
English spelling errors by the students of native Hindi
speakers. The study was conducted on grade five students of
an English medium school of India. Students with similar
socio-economic background, studying in the same school
were given various tasks to test their English spelling skills.
The errors were grouped into five categories. It was noticed
that most of the wrong spellings were phonologically similar
to the correct spelling. The students wrote what they heard.
They knew the alphabets of English and related these
alphabets to some sounds. This seems to be the influence of
L1 (Hindi) where there is one to one correspondence
between sound and orthographic symbol. But it is not so in
English. Moreover many English words have silent
alphabets in their spellings which also created problem for
the students. Lack of knowledge of correct pronunciation of
English words added to the spelling errors. This study is
important because as far as my knowledge, no such study on
the effect of Hindi on the English spelling errors have been
done earlier.
done on spelling errors in English by Hindi speakers

learning English as L2.
In most schools of India it is compulsory to learn
English as a subject. At primary level the students are
taught to write simple English sentences. It is important
to know the spellings of the words to write correct
English. Moreover as Ehri (2000) marks that, learning to
spell is important as it is connected with learning to read.
To write correct spellings the students require knowing
not only the sound-symbol connection but also the
various rules with exceptions. There are various rules
like plural of a word can be made by adding s, es or
ies depending on the word ending alphabet. These
features of English makes English spelling learning a
difficult task, specially so for non-native speakers who
are not accustomed with the language and its
pronunciation. These difficulties lead to various spelling
errors.
There can be various reasons for faulty graphemes;
ignorance of spelling rules, transfer of the L1 spelling
system, mispronunciation, overgeneralization, and
unfamiliarity with English pronunciation. Errors
attributed to ignorance of the English spelling rules are
those in which orthographic and morphological rules are
ignored. It is common to find errors where word ending
with y is also made plural by adding s. Another
common error refers to overgeneralization where students
add unnecessary letters to spellings influenced by other
similar spellings. Students may double a single consonant
or add a silent vowel at the end of a word. An error due to
unfamiliarity with English pronunciation is a common
cause for English spelling errors for English as second
language learners. They tend to write what they speak
and being a non-native speaker they do not always speak
the correct pronunciation. Moreover, in English the sound
and the letter do not correspond always. English language
has about 40 units of sound with only 26 letters used to
represent them (Treiman, 1993). Hindi speakers find this
very disturbing as most of the Hindi spellings correspond
with their sounds. Hindi is written in Devanagari script
which is based on phonetic principles. The alphabets
represent the sounds they symbolize. So, the Hindi
speakers have a tendency to write what they hear. This
rule applies well with Hindi spellings but not with
English spellings and thus leads to spelling errors.
Index Terms Second language learning, Spelling errors,

Error
analysis,
English
spelling,
Homophones,
Orthographical representation
I. INTRODUCTION
The study and analysis of spelling errors help to
identify the strategies that the students use in writing
spellings. Such information can help overcome some
common difficulties faced by students which result in
faulty grapheme. The present paper looks on the errors
committed by the primary school students of India (New
Delhi) in orthographical representation of English
spellings. English is the second language (L2) for these
students. Hindi is their first language (L1). There is a trial
to look into the errors and classify them and find out their
possible reasons. Though there are many studies done on
ESL but till now as per my knowledge, no work has been
Received April 24, 2015;
Accepted June 4, 2015.
28

2015; 1(2): 28-34
The present study groups the spelling errors of the

students into five basic categories having sub-divisions.
Some of the basic reasons found for the errors were
absence of one to one mapping of grapheme and
phoneme in English alphabets, presence of silent
alphabets and overgeneralization.
important role in spelling writing. Many studies (Bruck &

Treiman, 1990; Treiman, 1993; Vellutino, Fletcher,
Snowling & Scanlon, 2004) show the correspondence of
phonology and the orthography. It was seen that students
use their phonological knowledge to assist in their
spelling of words (Varnhagen, 1995; Fashola et al., 1996;
Geva,Yaghoub-Zadeh & Schuster, 2000). It was also seen
that many beginning spellers use a letter-name strategy
(b for bee) to spell a word (Read, 1971; Treiman &
Bourassa, 2000). Moreover, it was also seen that words
that have unstressed syllables, such as the second syllable
in the word interest, are often deleted. In this case, the
word is spelled intrest by new learners of English.
Treiman (1993) found a number of other common
errors among beginning spellers. Some common errors
those were found in ESL were omission of a letter
(naive=naiv), addition of a letter (dog=dogh), reversals
of the letter order of a word (naive= niave), incorrect use
of the final e and other final letters (gift=gifte) and the
substitution of correct letter in a word with incorrect
letter (race=rase). Some researchers (Read, 1971;
Treiman, 1985; Varnhagen, Boechler, & Steffler, 1999)
have observed that students encounter most difficulty
with vowels and separating consonants blends into their
constituents.
II. BACKGROUND
The error analysis supplanted Contrastive Analysis and
became a recognized part of Applied Linguistics owing to
the work of Corder (1967). In Error Analysis, the error
has been defined as a deviation from the norm of the
target language and a distinction has been made between
errors and mistakes. The error is what takes place when
the deviation arises as a result of lack of knowledge
whereas the mistake comes up when learners fail to
perform their competence. In (1957) Lado hypothesized
that errors in the second language are caused by the
interference of the student's native language. Others like
Odlin (1989) and James (1980) pointed out that students
errors in L2 are caused by several processes. These
include transfer and overgeneralization. Transfer refers to
the effect of L1 on the learning of L2. In transfer, patterns
from L1 are borrowed as an example; Sun-Alperin et al
(2008) observed that young native Spanish students
English spelling errors were influenced by their Spanish
orthography. In Overgeneralization, patterns may be
extended from L2 by analogy. Overgeneralization is a
process common in both L1 and L2 learning in which the
student extends the use of a grammatical rule of linguistic
item beyond its accepted uses, generally by making
words or structures follow a more regular pattern.
Several studies were done to investigate the spelling
errors by ESL. Many of them focus on English learning
by Spanish children (Zutell & Allen 1988; Fashola, et al
1996; Ferroli & Shanahan 1993; Sun-Alperin et al 2008).
The effect of L1 in L2 spelling errors was studied vastly
(Ferroli 1993; Ogorodnikova 1992 and Odisho 1994) and
some of the common conclusions were that most of the
spelling errors in L2 can be accounted for by interference
from the transfer of phonological knowledge from L1.
Spelling errors in English tend to be a direct result of
the phonology of English. It has many symbols with more
than one sound. This factor makes English difficult for
learners of English as a second language learner. Some of
the studies (Arab-Moghaddam & Senechal, 2001; Davis,
Carlisle & Beeman, 1999; Liow & Lau, 2006) have
shown that the orthographic depth and the similarities of
the languages involved affect the ESL. Orthographic
depth is determined by the degree of correspondence
between sounds and the letters that represent them. Deep
orthographies such as English or French, in which soundsymbol correspondence is inconsistent, would be harder
to learn than more shallow orthographies, such as
Spanish or German in which the correspondence is more
consistent (Joy 2011, p.106). Phonology plays an
III. METHODOLOGY
A. Participants
The present research is a cross sectional study of 16
children; 7 boys and 9 girls. They were aged 10 to 11
years old and were students of grade five, studying in an
English medium school of New Delhi, India. For all the
students Hindi was the L1 and English L2. They belong
to similar socio-economic background living inside the
JNU campus or nearby. Everyones mother was a housemaker and father worked in JNU as non-teaching staff.
The parents of these children had no knowledge of
English. The children used Hindi in their home. These
children learnt English only in their school. They got
exposure of English only in the school.
These children were learning English from class one.
At this level (in class five), according to the school
syllabus, they were expected to write full grammatical
sentences in English. They were also expected to write
small essays on various topics. They were made to read
small stories in English and answer the questions
regarding the stories in English.
B. Instruments
The students second language (English) spelling skills
were tested using the dictation method. Dictation
involved spelling dictation and paragraph dictation from
29

2015; 1(2): 28-34
class-V, English Reader (the course book of English 1). A

word was read thrice and the students were asked to write
it in the blank sheet they were given. Some of the
paragraphs from the same book were also read aloud and
the students were asked to write them.
The questionnaire method was also adopted. The
questionnaire had questions asking days of week, names
of month, singular-plural, fill in the blanks and essay
writing on various topics like My favourite teacher,
Grandparents day, Diwali (India festival) etc.
A. Category 1: Consonant-Doubling Error

The two major consonant-doubling errors were
included in this category. A common error found in all
the students was regarding the doubling of consonants.
Sometimes the consonants were not doubled where it
should be doubled. In some places there was unnecessary
doubling of the consonants. So this section has been
divided into two sub-groups; Failure to double and
Unnecessary doubling. The total percent of errors of this
category is 17.
C. Procedures
1) Failure to double
Some of the examples for failure to double are girafe
(giraffe), narate (narrate), botle (bottle), pasenger
(passenger), disapointed (disappointed), scholl (school)
and metting (meeting).
There was 1 hour sitting for 4 days with the students.

After the data collection, number of errors was counted.
Then the errors were classified into 6 groups. The
percentage of errors of each group was also taken for
inter-group comparison. A comparison of errors made by
boys and girls was also done. All the words written
individually by the boys and the girls were counted.
Errors committed by the boys and the girls were taken
individually and the percentage of the same were also
taken for comparing the errors committed by the each
sex.
2) Unnecessary doubling
Unnecessary doubling can be found in many places.
Examples- Barbber (barber), sallesman (salesman), deff
(deaf) and truthfull (truthful).
B. Category 2: Other Consonant Errors
Since this category contained all consonant errors, the
number of errors is more than the other groups. There are
37 percent errors in this group. In this category errors are
found where consonant letters are either replaced, omitted
or clusters are retained. The errors are categorized in the
following two groups.
IV. RESULTS
Both the major error categories and the subcategories
were derived from the data collected. The errors are
classified in the following five categories. These
categories further have sub-divisions. These errors were
counted for all the categories under which they were
entitled to come (Table 1). The number of overall wrong
spellings is 122 but after categorizing them the number
becomes 131 as in 9 spellings more than one type of error
were found.
1) Letter replaced
There are instances where single letter has been
replaced by other letters. Examples- insident (incident),
plazant (pleasant), passenzer (passenger), gracher
(creature), nabber (neighbour), wishal (whistle), humpbag (humb-backed), thosless (toothless), risite (recite)
and hump (humb).
TABLE 1. SHOWING THE PERCENT OF ERRORS UNDER VARIOUS

CATEGORIES
Category
3
4
5
6
Type of Errors
Consonant doubling:
Failure to double
Unnecessary doubling
Other consonant
Single letter replacement
Silent letter omitted
Errors of Silent e
Omission
Adding and replacing
Other vowel
Homophones
Others
Percentage of
Errors
2) Letter omitted
The numbers of omission of silent letters were very
common resulting to spelling error. Examples- kindom
(kingdom), wistle (whistle), felo (fellow), barbe (barber),
lisen (listen), flok (flock), desend (descend), neihbour
(neighbour) and pesent (pleasant).
17
37
C. Category 3: Errors Involving "Silent <e>"

14
This category contains the errors concerning the letter

e which is 14%. The category is specially made for e,
because many errors were seen which were due to the
letter e as many of the English words have silent e
which are often left out or put in a wrong place by the
second language learners of English. Following are the
subcategories.
24
6
2
Marigold, Book Five, Textbook in English for Class V (NCERT).
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2015; 1(2): 28-34
1) a) Omission of silent <e>

The omission category was split in two sub-categories.
a) i) Omission of an affix
Examples: turnd (turned), askd (asked), crid (cried) and
excitd (excited).
b) ii) Non-affix omission
Examples: stok (stroke), becaus (because), gees (geese),
blong (belong), whistl (whistle) and dangrous
(dangerous).
2) b) Adding and Replacing of <e>
In this category there are spellings where e was wrongly
added or it has been replaced by some other letter.
Examples: streat (street), cride (cried), onec (once),
sepread (spread), vere (very) and speach (speech).
Vowel category were quite high. There are only five

vowel alphabets but the number of errors found in this
category was second to the number of errors found in the
Other Consonant category. Moreover the Other Vowel
category does not include the Silent e category which is
also a part of vowel error. If the categories, Other Vowel
and Silent e category are put together the numbers of
errors caused due to vowels are quite large. But the total
number of vowel-errors does not surpass the total number
of consonanterrors. It is so because the consonant-errors
include both the categories; Other Consonant category
and the Consonant Doubling category.
It is interesting to note that vowels errors are so high in
number though the vowel alphabets are only five in
number. But it can be understood why it is so. The five
vowel alphabets stand for more than five sounds. Though
there are many conflicts about the English vowel sounds
(see Deterding 2004) but the widely accepted number of
vowel sounds in Standard English is taken as 20 by others
including popular pronouncing dictionaries (Jones, et al.,
2003; Wells, 2000). It is difficult for Hindi native
speakers to remember the correct use of the vowel
alphabet as by the pronunciation they cannot predict the
use of the correct alphabet.
Hindi spelling is mainly phonetic and there is a close
relationship between phonemes and graphemes. In
Standard Hindi there are ten vowel sounds and each of
the ten sounds have one corresponding symbol. So, there
is one to one correspondence between the sound and its
orthographical representation. It is easy in Hindi to
predict the spelling of a word by hearing its
pronunciation. The Hindi native speakers have a tendency
to predict the spelling of a word by just hearing it. They
write what they hear. So the error like onec (once)
where the student writes one + c to spell once can be
found. This rule applies well with Hindi spellings but not
with English spellings. This is a major cause of spelling
errors in English by Hindi native speakers. This causes
errors related to both vowels and consonants. In English
one symbol represents more than one sound and one
sound can be represented by more than one symbol. This
again becomes a point of confusion for the learners of
English. This led to errors like leafi (leafy), vere (very).
Symbols like y i and e can be used for the sound /i/.
S and c can be used sometimes for the same sound so
there was error like risite (recite).
Moreover, in English spelling many words are found
where some letters are silent like r and e at the end of
a word. This again becomes a very difficult task for L2
English learner to remember. So, the errors like barbe (
barber) where the silent r is dropped, lisen (listen)
where the silent t is dropped and becaus (because)
where the silent e is dropped can be found.
Some students were ignorant of the English spelling
rules. Like, some were ignorant of the past tense affix
ed. In such instances they dropped the e and just used
d, instead of ed, e.g. askd (asked), crid (cried) and
D. Category 4: Other Vowel Errors

This category contains all vowel errors except that of
e. The percent of which is 24. In this category those
words are kept in which vowel letters are replaced by
other letter, missed out or added unnecessarily.
Examples: plesent (pleasant), dangrious (dangerous),
stud (stood), nater (nature), def (deaf), dyameter
(diameter), aney (any), leafi (leafy), spred (spread),
creater (creature), goad (God) and peass (piece).
E. Category 5: Homophones
Although all the items in this category represented
correctly spelled English words but they are spelling
errors as the spelling used differs from that of the target
word. This type of errors cant be checked in spelling
dictations. These errors came into light when the subjects
were told to write essay and when they were given
paragraph dictations. The percent of such errors are 6.
Examples: had (head), save (shave), there (their), met
(made), peace (piece), self (save), by (buy), no (know)
and down (dawn).
F. Category 6: Others
In this category, 2% of such words are kept which were
hard to categorize. These words have unique errors. Some
of the words are: pasinazer (passenger), in this word
there are so many errors like failing of doubling the letter
s, wrong vowel letter used and wrong replacement of
the consonant. Other words are gracher (creature),
iagrafi (geography) and gicfly (geography).
V. DISCUSSION
As there are more consonants than vowels in English
alphabets so it was natural to find the maximum number
of errors in the Other Consonant category. But the
interesting result was that the errors found in the Other
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2015; 1(2): 28-34
excitd (excited). Students spelled some words by analogy.

For example they added a silent (e) at the end of a word
that is not spelled with a final e. In the word truthful
the students predicted the spelling by using analogy
where they added truth + full = truthfull. They
doubled the consonant in words that are spelled with a
single consonant. The students inability to hear or
identify all the phonemes in the words they hear seems to
be crucial in their spelling ability. This is probably related
to a student's proficiency level in English. Lack of
exposure to the language seems to be the underlying
source of this problem.
Another most important factor that effected student's
spelling error rate was unfamiliarity with the English
words. This may be attributed to the lack of the correct
semantic, phonological and orthographic associations
between the spoken sounds and the printed symbols. In
the essay writing the students were seen to make errors of
homophones. This points out towards the fact that the
students were not familiar with the forms and their
meanings. When phonetically two words are same but
their forms and meanings are different then it becomes a
difficult task for the student to remember which form
relates to a particular semantics. Due to this errors were
found where the students wrote there instead of their
or were instead of where.
Moreover the sound system of Hindi is different from
that of English so the students at times neither can
pronounce the word correctly nor can spell it correctly
because they spell what they pronounce. In Hindi some
consonant clusters cannot come in the word beginning
position so the native Hindi speakers cannot hear such
sound combination and so cannot write them. This
finding is consistent with findings of other prior studies
in the spelling errors. Results of a study by St.Pierre
(1995) revealed the tendency of grade three to employ
French orthography to spell English words, a tendency
that decreases as words become familiar. By grade eight,
this tendency diminished but remained evident for certain
phonemes.
A comparison between the errors made by boys and
girls were also studied. It was observed that out of all the
words written by girls 3% of it was misspelled. In the
case of boys it was seen that out of the total number of
words written by boys total 5% of words had spelling
errors in them. But there is no significant difference. It
does not point out towards any specific conclusion. So, in
this case it was seen that the sex does not affect the
spellings errors when both sexes are under same
environment.
patterns of the English language, where the

grapheme/phoneme ratio for consonants has been
calculated as 6.0, while that for vowels is 12.7 (i.e., there
are, on average, almost 12 ways of spelling each vowel
sound) (Dewey,1970).
If we look in details at the individual error categories,
some other interesting trends can be picked out from the
results. For example, a close look at some of the data
indicates that certain sounds or letters caused more
problems than others. Of the 44 items in Category 2
where a single consonant was replaced by another
consonant, half involved confusions between letter pairs
in the group z, s, c, k, q and another third involved the
voiced/unvoiced pairs <p/b, t/d, k/g>.Thus, most of the
errors involved letters that spell sounds that are related to
articulation. The data also point towards some strategies
that the students may have been using. A principle of
economy seems to have been used in Category 1, where
more double-consonant errors involved omission than
unnecessary addition (the number of failure of doubling
is 11 while unnecessary doubling is 6) and in Category 3,
where the most frequent silent <e> error was omitted. In
Category 4, the letter most frequently used erroneously to
spell schwa was <e>; this shows a misperception on the
students' part of the frequency of spellings for schwa,
since <e> and <a> are actually about equal in English as
representations of schwa. The sound /a/contributed many
fewer errors than might have been expected from its
frequency in the language. The students appear to have
correctly recognized the fact that /ae/ has one of the most
consistent spellings in English, being represented almost
exclusively by one symbol, i.e., <a>.
One thing is worth noticing that is most of the errors
were phonologically similar to the correct spelling. That
is to say that the students wrote what they heard. They
know the alphabets of English and relate these alphabets
to some sounds which are not totally wrong but there is
not always one to one correspondence between the
alphabets and the sounds which the learners are yet to
know. Practice makes that sense so a person who is well
learnt in English can easily write the correct spelling of a
word which he or she has never heard before.
This study was performed on a very small number of
students still it seems important because no such study on
Hindi speaking children learning English has been done.
This study provides some important reasons for the
spelling errors found in L1 Hindi speakers learning
English. By looking at these errors it can be said that a
learner's errors provide evidence of the system of the
language that he or she is using. They are significant in
three different ways. First to the teacher, in that they tell
him/her, if he/she undertakes a systematic analysis, how
far towards the goal the learner has progressed. Second,
they provide the researchers with evidence of how
language is learned or acquired. Thirdly they are
indispensable to the learner himself because he can
regard the making of error as a device used in order to
VI. CONCLUION
Non-native speakers of English have lots of trouble
with vowel graphemes. This is not surprising to anyone
who has considered the symbol-sound correspondence
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2015; 1(2): 28-34
learn. This study can be further developed by increasing

the number of subjects and also by introducing the study
of development of spelling skills of L1 Hindi speakers
learning English as L2.
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ACKNOWLEDGEMENT
The authors wish to take this opportunity to express
their gratitude to the anonymous reviewers for their
invaluable comments on the first draft of this paper.
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AUTHOR
Bornini Lahiri was awarded Doctoral degree in April 2015.
She completed her Ph.D. from Jawaharlal Nehru University,
New Delhi, India, in Linguistics. Her Ph.D. thesis is a
typological study of seven Eastern Indo-Aryan languages.
Other than typology her area of interest includes
sociolinguistics, minor and lesser known languages, corpus
linguistics, language documentation and description. At present
she is working in a government funded project for the
endangered languages (Scheme for Protection and Preservation
of Endangered Languages) at Central Institute of Indian
Languages, Mysore, India. She has presented various research
papers in different national and international conferences. She
has around ten publications.
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International Journal of Language and Applied Linguistics

2015; 1(2): 28-34