Optimality-Theory Approach to Account Spelling Errors in the Essay Writing of ESL Students’ Register in Pakistan

Abstract

The current study investigates the nature and patterns of spelling errors in the English essay writing of Pakistani English students enrolled in BS English programs in educational institutions across Pakistan, employing the theoretical framework of Optimality Theory (OT).  Drawing on the essays collected from 100 BS English students, the current study categorizes spelling errors into substitutions, phonetic, homophone confusion, omission or deletion, transpositions, and morphological errors. Through OT analysis, the study identifies the constraint interactions that underlies these errors such as the priorities of phonological faithfulness over orthographic accuracy or markedness constraints shaped by first language phonology and grammar.  The study reveals that a significant proportion of errors occur due to the influence of L1 transfer, misunderstandings of English rules, and the misapplication of morphological markers in writings by Pakistani students. The study demonstrates how ranking conflicts among the constraints for recurrent patterns in students’ misspellings.  The study concludes with phonological and morphological applications, recommending targeted strategies to improve spelling and orthographic competence in ESL students in Pakistani English.