In the controversial area of teachers` use of students` native language in the EFL class, one area has received little attention. When orthographic knowledge is examined across the alphabet, pattern, and meaning layers and crosslinguistically, researchers and educators can identify features students have mastered and what they are learning as a guide for a sequence of instruction and monitoring growth. This study indicates that as some English learners advanced in grades, their L1 has less of an impact on their spelling in English. The error analyses across grades adds to the body of cross-linguistic literature illustrating how English language learners develop basic literacy skills in a similar manner to English-L1 children (Chiappe, Siegel, & Gottardo, 2002 Ford, Invernizzi, & Huang, 2014). Students made predictable spelling errors that refected a similar developmental sequence to native English speakers. Feature analyses predicted grade level, and there were signifcant differences across grades. The 13 features in the analyses spanned development from beginning consonants to roots. The sample size and the detailed analyses make this study unique. The orthographic development of 273 students was assessed with validated spelling inventories (Sterbinsky, 2007) to sample developmental features across three layers of English orthography. A review of spelling and cross-linguistic research in spelling is presented. This study investigates the English spelling of students in grades 2 through 8 in Mainland China. The results of the study revealed the superiority of SW group for complexity and GW for accuracy of their written productions. For implementation the command of the study, altogether 960 written texts as documents of the pre and post test and also treatment were collected and analyzed to pinpoint meticulously the efficacy of these different kinds of writing tasks on subjects' accomplishment in their written production. To this end, 120 subjects were selected as the participants of this experimental study to see which kinds of writing task can ameliorate the current condition well. So this experimental study tried to investigate the impact of four different pedagogic writing tasks, i.e., Topic Writing (TW), Summary Writing (SW), Graphic Writing (GW), and Picture Writing (PW) on complexity and accuracy of writing performance of aforementioned learners. Therefore, to introduce a desirable approach to teaching writing, researchers usually introduce task based approaches to compensate for such flaws and end such kinds of concerns. It is academically believed that conventional methods of teaching writing could not provide satisfactorily the Iranian intermediate English as Foreign Language (EFL) learners with being fully equipped to meet the demand of their authorities while preparing their reports, compositions, essays, papers, assignments, and projects.
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