AN INVESTIGATION OF THE MOST COMMON SPELLING ERRORS OF LEVEL 200 STUDENTS IN THE DEPARTMENT OF ENGLISH AND CULTURAL STUDIES AT THE UNIVERSITY OF BUEA

GENERAL INTRODUCTION
1.0 Introduction
This study sets out to investigate the Most Common Spelling Errors of level 200 Students in the
Department of English and Cultural studies at the University of Buea. This chapter is an
introductory chapter to the general study. It begins with 1.0 which is the introduction, followed by
the background to the study numbered 1.1, it also presents the statement of the research problem
numbered 1.2 and 1.3 is the research questions to which the study sets out to find the answers
while 1.4 is on the objectives of the study, 1.5 presents the hypothesis, 1.6 is the aims of the study.
1.7 discusses the significance of the study and 1.9 will be on brief definition of key concepts since
chapter two will have section of conceptual review. Lastly, 1.10 is the structure of the study.
1.1 Background to the study
English language in Cameroun is taught learned and acquired from two perspectives: English as a
foreign language (EFL) and it is also taught, learned and acquired as English as a second language
(ESL). Cameroun has ais a bilingual status country with English and French as official languages
of the state. However, this bilingual status does not mean the latter and former speak both English
and French. T, that is why most French speakers learn and acquire English as a foreign language
though for international and intra-national purposes.

Anglophone Cameroonians learn and acquire
English as a second language. English language teaching and learning in Anglophone Cameroon
begins at the nursery level of the education system where the students are taught sounds and words
building as a means to build their reading and spelling competences.

Fanani (2012) posits that
spelling errors in writing is a common phenomenon to English second language learners. Errors in
students’ writing may occur in paragraphs, punctuations, articles, conjunctions and the most
common is spelling errors. Figueredo in Allaith (2009) argues that spelling errors is are common

in text compositions of English second language learners’ writings because of language
interference resulting to in sounds fossilization, epenthesis and sound deletion. This interference
generally leads to spelling errors. Cameroon is a multilingual settings of countless languages, and
it is therefore expected that learners are bound to commit silly rampant feature errors in their
writings.
The way in which children learn to write is closely linked to their spelling abilities and reading
skills. How they perceive syllables and how they treat certain sound combination affects their
writing outputs. Elliot and Johnson (2008) opined that sound composition and pronunciation is the
foundation of proper spelling, writing and reading skills.

Students who had poor teaching or
learning of sound compositions at their basic education level will likely have short comings in
their spelling and reading skills, especially in a multi-lingual setting. Writing errors at the
University of Buea is most common in the writing of Level 200 students and the most common of
the errors is spelling.

Hidaya (2020) opines that spelling is one important aspects students should
be aware of in writing because the use of correct spellings brings proper communication between
the writer(s) and the reader(s). If a writer spells words wrongly, it would bring misunderstanding
to readers and hinder effective communication and meaning. The readers, who are reading it
wrongly, will not understand and will be confused about the meaning the writer intended to
communicate.

It is at against this back dropped that the study sets out to investigate the most
common spelling errors of level 200 students of the Department of English and cultural Cultural
studies Studies at the University of Buea.
1.2 Statement of the research problem