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Chapter - 4
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Éy WxÄxà|ÉÇ
CHAPTER – IV
SPELLING ERRORS OF DELETION
In order to best detect and correct spelling errors, we must know
what errors to look for. Learning of correct spellings of Urdu language is
very complex.
There are different categories of errors that children make while
writing. It is seen in their texts/scripts that they do not pay sufficient
attention to the graphic representation of particular words. They very
often do not know how a word is spelled even though they pronounce it
correctly. The focus of this chapter is to analyze the errors of deletion that
are caused by the omission of letters.
Omission is when a letter has been omitted from a word.
Sometimes a word may be almost correct except for one or two letters
that are missing. This is so because children fail to correctly analyze all
the sounds within the word. It is also noticed that these errors of deletion
of letters change the length of the words.
Acquisition of correct spelling of a language is rather complex.
Learners make errors very frequently.
Omission
of
letters
representing
vowels
and
consonants
is
particularly marked in the written text of the learners. Sometimes a word
may seem correct except for one or two letters that are missing. Errors of
omission are caused by a lack of knowledge that leads to misspellings
resulting from a false analysis of the word. Lack of careful substantial
listening practice and small amount of guided pronunciation practice make
it difficult for learners to analyze all the sounds correctly in words e.g., s2'
for s2';
3W for 3ü;
(9 for ý9; m'k for m'k and so on. Usually learners find
these sounds difficult and omit them in words.
164
The present chapter is organized into four sections. Section ‘A’ is an
error analysis of the deletion of and (choti-he and bari-he) in the medial
and final positions of words. Both these graphemes stand for |h|
phoneme, whereas Section ‘B’ takes up the errors of deletion of (ain).
Errors of deletion of diacritical marks such as ~, ç! ç
(tashdeed,
mad, dozabar) are discussed in section ‘C’. The last section i.e. ‘D’ of this
chapter sums up conclusion of this chapter as a whole.
165
SECTION ‘A’
Errors of Deletion of And (Choti-Hey and Bari-Hey)
Errors are known as errors of omission, when some letters are
missing from a word. Errors of deletion are made because children do not
analyze correctly all the sounds within the word. Usually they find vowel
sounds more difficult so they omit them. Certain linguistic forms may be
omitted by the learners because of complexities of their composition. As
regards pronunciation, consonant clusters often create problems for
learners so they often omit or leave their constituents unspelled.
It is stressed that this phenomenon is very common among
learners and it is all- pervasive in their scripts, for example, they spell ¨m
as m, and 3üas 3Wetc.
The present section deals with the analysis of the spelling errors
resulting from the deletion of ( and ) choti-he-and badi-hey | | in the
medial and final positions of the words.
In Urdu the terminal of words is mostly pronounced as a long
vowel |a:| as in; þ, |na:sta:| ‘breakfast’; in š ,| Kamra:| and in‘’;
(ehlliya:) ‘Wife’. Words showing the deletion are put in table IV-1 (a) and
IV-1 (b). Two separate lists, viz. IV-1 (a) and table IV-1(b) have been
prepared for explaining these errors. Table IV-1 (a) comprises 22 words
and IV-1 (b) contains 28 words, this brings the total to 50 (fifty) these
words throw light on the errors of deletion of and .
Table IV-1 (A) that contains 22 words of deletion has errors at the
medial position, while table IV-1 (B) has 28 words, which indicate similar
type of errors at the final position of words.
166
It has been found out that learners get confused with most of the
words, that are used in daily routine, they find it difficult to spell the
proper names correctly and delete the letter ‘h’ from them. For exampleJ
Correct Word
Wrong word
m
¨m
T R T
½S ¥YS†r
3ü
3W
RT
The words m ' é2†' .à, have been misspelled by majority of
students who came into our contact during the course of data collection.
12.5percent of learners have misspelled these words {9, 3ü are wrongly
spelled by nine, 9 students (i.e., 18.7%); 3 is written as 3 by ten, 10
students (e.g. 20.8%) out of the total number of 48, whereas even very
common words such as s m'k É 5are spelled wrongly by students of all
the three classes. It is also found out that students of V have got more
confused with the sound at the final position of the words compared with
the students of other classes. As a result from 35 to 40 percent of the total
number of students have misspelled these words.
167
Table: IV.1(A)
Deletion of (bari-hey and choti-he) medially
Total
S.
Correct
incorrect
No. of
Inform
No
word
word
Informants
ants
%age
Gloss
48
1.
2.
3.
4.
5.
m
m
Name of king/
08
04
03
15
31.2
king/prince
'
'm
07
03
03
13
27.2
Testimony
¨m
m
06
03
02
11
22.9
Royal
é
é
08
03
03
14
29.1
One third
T R T
½S ¥Y†S r
Congratulation/pros
06
02
02
10
20.8
perity/feminine
name
6.
7.
8.
9.
#
One who searches
08
04
01
13
27
secretly
T
S
s
Abstaining/forbeara
09
04
02
15
31.2
nce
06
03
02
11
22.9
Good/better/best
Ø
`
04
02
01
07
14.5
Very foolish/idiot
168
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
04
04
02
10
20.8
″
3ü
3W
05
03
01
09
18.7
Mountain/hills
05
01
01
07
14.5
Protector or asylum
of the world
3
3Êè
06
03
01
10
20.8
Axe
'
'
06
03
02
11
22.9
Afternoon
03
02
-
05
10.4
Bathing
05
02
01
08
16.6
To sing or warble
as birds
04
04
01
09
18.7
G
04
06
02
12
25
m
06
07
02
15
31.2
An emperor/king
©
ž
03
03
00
06
12.5
to Say
169
Smell/fragrance
Laughter
20.
21.
22.
{9
9
03
03
00
06
12.5
Slowly
Ü
08
08
04
20
41.6
Henna
ý9
(9
04
02
01
7
14.5
Sound of foot steps
128
79
37
244
Total:
170
It is quite interesting to note that as the learners move to the
higher class, there is considerable decrease in the number of errors. Thus,
most of the errors have been made only by the class V students as
compared to the VI and VII classes.
“Hey” he ( ) stands for |h|, but in some cases in its final position it
is pronounced a bit softly and denotes a short vowel, for example, |na|;
|pata| and ! |balke |. So far as final |h|, is concerned it is shown with a
hook, such as in " |Kah|; #|Seh| $|beh| (Narang.Gopi, chand.)
As mentioned earlier, there are three types of(hey)-malphooz, heymagloot, and hey-maghtafi. ‘Hey-malphooz’ is that hey which is
pronounced in all the positions for example, initial, medial and final.
When hey () occurs at the beginning it is indicated by a hook q%çand
for the identification, the hook (%ç) is put below for example, in &¨ & cetc.
This is also called ‘latkan’.
When hey () occurs medially it is called ‘kohnidaar’ and is written
as in ©«
When ‘hey-malphooz’ comes at the end of the word, being joined
with some other letter it is then written in the form of hook that resembles
hey-magtafi in shape.
When ‘hey-malphooz’ comes at the end of the word, as in the word
‘5’ it has a different shapes like; É$
As mentioned before, ‘’ is an Arabic sound which is quite different
from in shape and pronunciation but in Urdu, the articulation for both the
sounds is the same. It is addeded that ‘’ is restricted to Arabic words and
is the standard symbol for this sound in words other than Arabic.
Table IV-1 (A), contains 22 (twenty-two) misspelled words showing
deletion of he () from words at the medial position of words, whereas
table IV-1 (B), consists of 29 (twenty-nine) misspelled words that indicate
the deletion of ‘he’ () from words at the final position. Deletion of () from
words occurs only in the medial and final positions of words. It is to be
171
noted that (hey-malfhooz) ‘’ is fully pronounced in all the three position of
words. Learners find () sound confusing so misspell it frequently. For
example, m they write as m; (it is misspelled by 15 out of 48); they
also write 'm for '; (it is misspelled by 13 out of 48); and G for
; (it is misspelled by 12 out of forty-eight students). The very common
words e.g., is written as by ‘9’ out of 48 informants and Ü is
misspelled by 30 out of 48 informants.
As pointed out earlier, in chapter-II that (choti-he) is the most
problematic of all letters to spell correctly, so, learners omit it and commit
mistakes.
It is clear from a cursory glance at the table IV-1 (B) that it shows
errors of deletion of () ‘hey’ from the words in the final position. These
errors are frequently made by learners as is evidenced by the following
common words that have been misspelled by most of the learners’ æ's2''2
9 ' ' m'k 'the above mentioned words have been wrongly written by the
learners as
s2'
s9m'kæ.
172
TableJJ IV‚‚1(b)
Deletion of ‫ح‬/(bari hey and choti-he) finally
S.
Correct
incorrect
No.
word
word
1.
s
s
Total
No. of
Informants
Informants
%age
Gloss
48
Place of Eid
10
8
6
24
50
Prayer/Mosqu
e
2.
3.
9
9
10
6
5
21
43.7
Expression of
Pain
Expression of
9
5
5
19
39.5
pleasure/Bra
vo
4.
Ÿ
Ÿ
11
6
5
22
45.8%
5.
sK
sK
11
5
4
20
41.6
Pasture
6.
m'k
m'k
8
4
3
15
31.2
King
7.
5
5
8
4
3
15
31.2
Sin
8.
>
s
10
5
5
20
41.6
Witness
>
5
3
2
10
20.8
″
Moon/Month
9.
i
i
10
4
3
17
35.4
10.
¥
GB
3
-
-
03
6.25
11.
(
(
8
4
3
15
31.2
173
to destroy
Marriage
/Matrimony
Black
12.
10
5
4
19
39.5
13.
s
s
10
5
4
19
39.5
Refuge
Shelter/Place
to take
shelter
14.
æ
æ
10
5
5
20
41.6
Eye sight
sB
4
2
2
08
16.6
″
Seek refuge
15.
)i
5i
8
5
4
17
35.4
16.
þ
õ
10
5
4
19
39.5
Month of
Poos/Morning
beam/dawn
17.
L
]*
8
2
1
11
22.9
L
Salary
″
18.
Ò
Ò
10
10
10
30
62.5
19.
12
6
6
24
50
To search
20.
s$]
s$]
10
5
3
18
37.5
Bedroom
21.
s2'
s2'
7
4
3
14
29.1
Shrine
22.
\'
\'
8
4
3
15
31.2
tongs
23.
É
É
12
9
5
26
54.1
24.
!+
'+
10
5
5
20
41.6
174
depth
Affection,
love
Short temper
25.
,K
,K
11
6
6
23
47.9
26.
]
]
10
5
3
18
37.5
27.
]Î
]Î
10
6
4
20
41.6
well-wisher
28.
-s2'
VÊs2'
10
4
3
17
35.5
Mosque
29.
2
2
9
4
3
16
33.3
WayRoute
282
151
Total:
175
122
555
Bad smell
Wishing/willin
g
Section ‘B’
Deletion of (ain)
This section of the present chapter aims to examine at some length
errors of omission of the letter (ain) from the words. The deletion occurs
medially and finally.
(ain) is an Arabic grapheme that corresponds to a consonant
sound of that language. This may have been assimilated from persoArabic tradition. Now it has become an integral part of Urdu script.
The letter (ain) represents a consonant in Arabic rather
hard to be articulated. As such letter named as ‘ain’, is articulated
like a vowel in Urdu. And now it represents many vowel sounds, in
different positions of words. It also requires association with the
orthographical signs. The sound status of this letter is different in
different positions of words and with the different letter and
diacritical mark for instance: in äê'æ..
The deletion of (ain) has taken place in the medial and
final positions of the words. It is not hard to find out the
number of errors of omission of ‘’ in various positions. In the
medial position of a word, we have forty-seven (47) misspelled
words, whereas in the final position, errors are reduced to
eighteen 18.
When we look at the table IV-B1 and IV-B2 it becomes clear that
there is a total of sixty-four (64) words that show deletion of (ain) at the
medial and final positions.
176
As expected students of V class have made more errors of this type
compared to students of class VI and VII, for instance, the word / is
[S Y\
written as šÅ¸S Å mostly by V class students, whereas students of VI and
VII classes have spelled it correctly.
There are few words which have been misspelled by learners in the
medial position. It is brought out by the words È ; 0 ;1; 2; 32; ÇÈ; ÊÈ
; 4 that these words have been misspelled by 40 students out of
48(e.g. 83.3%). It clearly shows that learners often get confused with
medial
(ain) sound in a word.
The word 25' has been misspelled by 42 students. Another word
6 is written as 9 with the omission of (ain) at the medial position of
the word by 10 out of 48 students. It comes to 20.8%.
177
Table: IV. (B-1)
Deletion of (ain) sound medially
S.
Total
Correct
incorrect
word
word
1.
È
2
16
14
10
40
83.3
Slogan
2.
0
16
14
10
40
83.3
Epithet
3.
1
T R
7S
16
14
10
40
83.3
Blessing
4.
8
ZÊ
16
13
10
39
81.2
Curse
5.
9
2:
13
10
06
29
60.4
Thursday
6.
4
â
13
10
06
29
60.4
Proper name
7.
;
ië
13
10
06
29
60.4
Friday
8.
å
'k
15
14
06
35
72.9
9.
<
k
16
14
06
36
75
Some
10.
ݑ
ë
16
10
10
36
75
Group
11.
1ïò
1iò
16
10
10
36
75
Ill deeds/ sin
12.
1=
1>
15
14
10
39
81.2
No.
No. of Informants
Informan
%age
Gloss
ts 48
178
Afterwards/
later
Usage
2
2
16
14
10
40
83.3
Congregation
14.
32
T ó
[O
2 q 2
16
14
10
40
83.3
Congregational
15.
T
½›S ¥wqó
T
½S ¥wqó
16
13
09
38
79
16.
æ'
'
16
14
12
42
87.5
17.
¯'
'
16
14
10
40
83.3
Invitation
18.
¯'
?
'
16
15
10
41
85.4
Claim
19.
@'
t'
16
15
12
43
89.5
Articles
20.
25'
2't'
16
15
11
42
87.5
Cavalry
21.
2A
2Ÿ
15
14
10
39
81.2
Trust
22.
R
2BÁ
Ã
16
14
09
39
81.2
Organ
23.
C
09D9
13
10.
09
32
66.6
Great
24.
E
Ê9
13
10
06
29
60.4
High
25.
a
ÊS †Á
16
10
06
32
66.6
Upholding
26.
0
0Ê
15
12
06
33
68.7
13.
Altogether/A
concourse
Law suits
(claims)
teaching
179
27.
1ï
1i9
14
12
10
36
75
28.
F
#
13
10
10
33
68.7
Eyes/noble
29.
G
9
05
03
02
10
20.8
Kidnapping
30.
H
\k
12
10
10
32
66.6
Deeds
Annunciation/
to bring a
message
31.
I
Jk
10
08
08
26
54
32.
42È
42Å
12
09
08
29
60.4
33.
1È
1Å
16
12
12
40
83
34.
VÈ
ÊÅ
16
12
12
40
83.3
Great
35.
K
2cÅTÅ
16
12
12
40
83.3
Interpretation
36.
'L
'Å
15
11
10
36
75
37.
M
2Å
15
10
08
33
68.7
38.
N
Ë1Å
15
09
09
33
68.7
39.
/
0VŚÅ
16
10
08
34
70.8
40.
4
|
16
12
12
40
83.3
180
For-off/distant
Introduction
Be exalted
Quantity/
numbers
Praise
Connection/
link
Education
The purest
kind of gold
41.
O2
m2
16
12
10
38
79
42.
P2
$92
16
12
12
40
83.3
Shaking palsy
Threat/
Trembling with
fear
43.
Q
24
16
12
10
38
79
44.
'R
'á
16
14
12
42
87.5
45.
S
'á
12
12
10
34
70.8
46.
T
U
q 1k
Saffron
God fortune/
prosperity
Auspiciousness
The city of
10
08
06
24
50
‘Balbeck’ in
Syria
Total:
674
541
421
1636
It is to be noted here that we also find mistakes caused by
substitution and addition of letters to some words which are not explained
here, for they have already been discussed in previous Chapters viz, (II
and III respectively). The table (IV-B2), shows that there are 18 errors
resulting from the omission of (ain) in the final position of words. The
word ˜ has been misspelled by 42 (forty-two) out of 48 students
(i.e.87.5%). We have also found out that the word 2 is misspelled by
students of all the three classes on the same pattern it is written as C- 29
by 34 out of 48
students (i.e.70.8%). It is stressed that this word is
misspelled by most of the students of V class.
Two very common words such as ä and ¿ have been wrongly
written as ä and ¿ by a large number of students. This indicates repeated
omission of from the words at the final position. The percentage of these
errors comes to 43.7%.
181
TableJJ IV‚‚ (B2)
Deletion of (ain) sound finally
S.
Total
Correct
incorrect
No. of
word
word
Informants
1.
V'
t'
16
14
14
44
91.6
2.
˜
˜™
16
14
12
42
87.5
Rise (of sun)
3.
ä
ä
10
07
04
21
43.7
To begin
No.
Inform
%age
Gloss
ants 48
Warding
off/Repulsion
Congregation
4.
2
2 16
10
08
34
70.8
/act of
collecting
assembling
5.
«2
«2 16
10
08
34
70.8
6.
^
Ê
16
10
08
34
70.8
Districts.
7.
¤
W 15
10
08
33
68.7
Information
8.
'{
'{
10
10
05
25
52
9.
¿
¿
16
10
08
34
70.8
10.
Ì
i
15
08
08
31
64.5
11.
-2
-2
16
09
08
33
68.7
182
Ascent/elevat
ion
Farewell
Species /
Kinds
Comprehensi
ve/collecting
To turn to
12.
X
X
15
09
08
32
66.6
13.
Y
<
12
09
09
30
62.5
14.
Z
%
13
12
12
37
77
15.
'
'
14
12
10
36
75
16.
¿
¿
12
09
08
29
60.4
17.
ê
ë
13
10
10
33
68.7
18.
Ï
o
16
10
10
36
75
Total:
257
183
158
598
183
Audition/liste
ning to music
Brave
Very
skillful/expert
Farwell/to
permit
Species/mann
er
Add.
Forbid
Section ‘C’
Deletion of Diacritical Marks
While focusing attention on spelling errors committed by
students of different classes we have not lost sight of examining their
awareness of diacritic signs because they go a long way in simplifying
their task of writing. It is emphasized that in Urdu the spellings of many
every day words are quite irregular, yet a spelling system without explicit
marking of diacritical marks or signs (e.g. tashdeed, mad, do-alif etc)
cannot yield desired effect. To HARTMANN and STORK, (1972), diacritics
are auxiliary marks or symbols added above, below, or after conventional
graphic symbols for giving more information about the pronunciation of
the sound represented in writing.
The book entitled ‘Aaiyie Urdu Sikhen’([ '2 \9) by Prof. M.K.A.
Beg, 2008; (p. 75 to 76) has listed some script specific diacritical marks of
Urdu. Urdu script comprises 36 alphabets. It also contains 18 diacritical
marks (ārāb-o-alāmāt) that show that the letter should be pronounced in
a different way from the same letters without marks. They are as follows:
]|mal|
»^B_2'`
] |mil|
»^a`
»^b`
1) Zabar
2) zer
3) Pesh
ç 0' |dum|
4) mad
9
09
|a:m|
»^cS‰
5) Khara-zer
d eS d
|ki:l| 4f»^aS4f‰
6) Ultapesh %ç
2%'
|du:r| 4fg
»^bS‰
184
7) Khara-zabar
?
h'
|adna|
8) Ultra-jazm |^|
R
r
„S †qY@S ¥- |peyghambiyah|
9) Hamza
émC |tamashai:|
|a|
»^cS‰
Ê¡^`c'
Ê3-q^#iq^
T j±
Masmati-alamatien |i¨[w |
10)
tashdeed | ç |
k
|kutta|
11)
do-chashmi-hey|| &¨
|ha:th|
ۡ
12)
jazm | ⊃|
13)
tanveen| !ç | ª«
|wazn|
|ittefaqan|
T ±
[0
2Ö¨
Ê
l¨g
T ±
[0
Êm]¨
hh g
RR
Ghunnai-alamat |ÊB; |
T R
½S ¥˜1g
14) noon-e-ghunna|| |jahaə|
15) ulta-quos| ∪ |
|ra:zdaə|
T R
Ên¿
#½S ¥˜1
|xwa:b|
Eo§¨2Eog
'2
| ___
| $]
_
16) desh
Izafi-alamaat |ià |
17) zer | ___|
T
$p
|kita:b|
/
185
жÃ
18) hamza ia i
ï9
|a:o|
q¶Ã
In fact diacritics are used to help understand the pronunciation of a
word, because without diacritics we cannot comprehend short vowels. In
Urdu shorts vowels are represented by diacritics since they are not
represented by alphabet i.e. characters.
Though this situation is not very complicated, it may cause some
problems to learners while writing. If the learner completely ignores the
diacritics, he/she will not be able to detect diacritical errors.
This problem can be handled by considering diacritics at some
different and relatively lower level of importance compared to alphabet.
Doing so, we will be safe because diacritics and alphabets are rarely
confused with each other with the exception of q ç± (pesh) whose sound is
sometimes represented by as in G' . Such exceptions can be handled
separately or can simply be ignored.
The Diacritical marks are used in Urdu orthography because with
the help of them one can easily differentiate between sounds of maroof,
majhool and noon-e-ghunna and can understand vowel sounds and other
aspects of Urdu phonemic system.
1) For the identification of (wāo) “maroof”, “ulta-pesh” should be put
over the given grapheme for example 2%‰2%¿%'2%1.
2) For ’ wāo-majhool’ pesh should be put above that grapheme, which
just precedes ‘wāo-majhool’ as in2>2%12%<(%{(%Ž.
3) If the symbol has a Zabar (
/
___
) before then Zabar is put above the
R
R
word, for example, r2, 2' s.
186
4) These words are written with (wāo) but sometimes is not
pronounced, for instances ']6]. Here is called wāo-majhool.
5) If there is (ye-maroof) medially, then one small Khari-lakeer should
S q t
be written below the for example, t
d Sd - .
6) (noon-e-ghunna) does not have a dot inside it, when it comes at the
end of a word, it is only for the identification for instance, ß.
In our data we find the deletion of following dialectical marks as
mentioned below:
|ç|
-
tashdeed
|!ç|
-
do-zabar
|‫|ا‬
-
khadra alif
||
-
ulta-pesh
|~|
-
mad
||
-
noon-e-gunnah etc.
Learners get confused with these specific diacritical marks. While
writing. Either they forget to put the correct diacritical mark or substitute
it with the full grapheme. For the convenience, we have made 5(five) subsections that give an account of diacritical marks. Section ‘C1’ shows
deletion of ‘tasdeed’ |ç|, which gives the geminations of sound. ‘C2’ deals
with the errors of ‘Khara alif’ |‫ | ا‬section ‘C3’ takes up mistakes caused by
187
the deletion of diacritical mark ‘do-zebr’ |!ç |. Section ‘C4’ shows the
deletion of diacritical mark |‫‘ |ﮟ‬noon-e-ghunnah’ from words. Section ‘C5’
analyses errors of deletion of as a nasality marker in the
medial
position of word. Noon-e-ghunnah and in some cases medial ‘’ also
functions as nasality marker. But for the sake of convenience we have
explained them in separate subsections.
188
Section ‘C1’
Deletion of diacritical mark | | tashdeed
In Urdu, when tashdeed is written above a consonant, it indicates
- |Sacca:| ‘honest’; v|bacca:| ‘child’.
that consonant is doubled, as in: u
Tashdeed | | is one of the important diacritical marks in Urdu. It
shows the idea that the symbol consonant is doubly pronounced. In other
words it refers to duplication of letters (like. x Jw+w+).
It should,
therefore, be written at the proper place, wherever it is needed.
Table IV-C1, shows the number and percentage of spelling errors of
deletion of tashdeed | |. As we expect students of V class have committed
more mistakes compared with those of VI and VII classes.
Table IV-C1, shows the number and percentage of all the misspelled
words. There are 101 words, that have been misspelled due to the
deletion of this diacritic mark viz tashdeed. These words are misspelled by
most of the students. It is interesting to note that in many words the
deletion of tashdeed is accompanied by splitting the word and doubling
the letter over which tashdeed is to be places.
Though most of the misspelled words are quite commonly used in
daily lives of people, they have also not been written correctly. For
example, the word F |abba| ‘father’ is wrongly spelled as yby 10 students
S |ummid| ‘hope’ is spelled as 0 by 11 students
out of 48(i.e. 20.8%) , sz
out of 48(i.e.22.9%) . The word { |bacca:| ‘baby/child’ is wrongly spelled
R
à
as 2-u- q by 10 out of 48(i.e.20.8%). Likewise the words | ì
s } ¨vÝ ~ have
R æ R R -q R …
R q €''u
q „X 2
also been misspelled. Some proper-names such as 
q 0‚ƒ
RT
„†wà are also wrongly spelled. Although these are not very common words,
189
very few people have such types of names. The number of words wrongly
spelled by V class students is decidedly larger than those of misspelled by
students of VI and VII classes.
The percentage of these mistakes is in
between 20 to 25. Some other commonly misspelled words are: † ˆ ‡' ˆ
Ý ‰2¨v Š- .
190
TableJJ IV-C1
Deletion of Diacritic mark | ç | Tashdeed.
S.
Total
Informants
48
%age
-
10
20.8
Papa
(father)
3
-
11
22.9
Literary
Taste
8
3
-
11
22.9
Hope
Œ
8
4
-
12
25
Pineapple
Ž
8
3
-
11
22.9
Nineteen
Correct
word
incorre
ct word
1.
F
y
7
3
2.
T q
S
t'
‹'
8
3.
S
sz
0
No.
No. of Informants
Gloss
5.
RR
ê
R
S

6.

ö
7
3
2
12
25
Lighting
horse
7.
÷

SS
7
4
-
11
22.9
Brother
8.
‘
’
8
4
-
12
25
Leaf
9.
“
À”
8
3
2
13
27
Rock
10.
•
- q
2 - u - q
à
7
3
-
10
20.8
Child
11.
u
2 - u-
7
3
-
10
20.8
Truthful
12.
Ræ
‚
–6
6
4
-
10
20.8
Proper
name
13.
—
a0
5
4
-
9
18.7
Proper
name
14.
R q ƒ
û$
6
4
-
10
20.8
Proper
name
˜
R
R Á
X
™+
6
3
-
9
18.7
Proper
name
š
5
3
-
8
16.6
Proper
name
4.
15.
16.
191
17.
›
R - ß- qà
X
18.
R qq
œ
û
6
4
-
10
20.8
Proper
name
5
4
-
9
18.7
Proper
name
až
7
4
-
11
22.9
Proper
name
20.
R q

æ
Rq
Ÿ
û 7
3
--
10
20.8
Proper
name
21.
R
X…2
¡42
7
3
-
10
20.8
Proper
name
22.
¢
G£
5
4
-
9
18.7
Maize
(Makka)
23.
)
á¤
5
4
-
9
18.7
Share
24.
‰2
¥2
5
3
-
8
16.6
Rope
25.
¨vÝ
*¦
6
3
2
11
22.9
Diluted
Curd/shake
26.
§
2 - u -
[Œ
7
4
-
11
22.9
Bunch
27.
¨
'†
6
3
-
9
18.7
A place in
SaudiArabia
28.
©
Vª
6
3
-
9
18.7
Cat
29.
«'
ʪ
5
3
-
8
16.6
Noise/outcry
30.
}
*¬
6
3
-
9
18.7
Bone
31.
*­
*®
5
3
2
10
20.8
A sweet
32.
*
**
6
4
2
12
25
33.
+†
*¯
7
4
-
11
22.9
Hole
34.
°
ÅÄ
7
4
-
11
22.9
Sour/souris
h
35.
Ý
ó2Z- 6
4
-
10
20.8
Good
19.
192
Frame
36.
+±
37.
„……»
ʳ
5
4
2
38.
k
ÅÄ
5
4
39.

´%
5
40.
µ-
ʶ
41.
µ-
42.
*²
5
4
2
22.9
Old
11
22.9
Vain/unprof
itable
employmen
t
-
9
18.7
Dog
3
2
10
20.8
Owl
6
3
-
9
18.7
Pup/puppy
ʶ
5
4
-
9
18.7
A measure
capacity
2 À·'
¸'
5
4
-
9
18.7
Push
43.
“
2Ž
6
3
-
9
18.7
Hard/tough
44.
„´ Y
G£
5
3
-
8
16.6
Blow/fist
45.
¹
Ê]
5
4
-
9
18.7
Sailor
46.
„q†·'
y'
5
4
-
9
18.7
Stain
47.
qº*
y*
5
3
-
8
16.6
Box
48.
»
ʼ
5
3
-
8
16.6
49.
Š -
½-
Duration of
forty days
6
3
-
9
18.7
Collar
50.
¾
G¿
6
3
-
9
18.7
Water
carrier
51.
2†Oq à
ÀÀ
5
4
-
9
18.7
Corn
52.
2†Oq à
ÀÀ
5
4
-
9
18.7
Coil factory
53.
Á
''z
6
3
-
8
54.
2ÀO - à
GÂ
5
4
-
9
193
11
16.6
18.7
Long timeFurnace
55.
†
*¯
6
4
-
10
20.8
Doll
56.
†
'¯
7
3
-
10
20.8
Doll
57.
ˆ
'Ã
7
4
-
11
22.9
Mattress
58.
Ä
GÂ
6
4
2
12
25
Solid/fix
59.
T
2†O- ó
ÅÅ
7
3
2
12
25
A honeycomb
60.
ˆ
'Ã
6
3
2
11
22.9
Mattress
61.
¼
¨-
*Æ
6
3
2
11
22.9
Mother
62.
Ç
ó¨h- 5
3
-
8
16.6
Good
63.
2Z-
5
3
-
8
16.6
64.
R È
XO-
A
bundle/stri
ng
6
3
-
9
18.7
signs
65.
-¼
¨h
˜É
-¼
¨h-
5
3
-
8
16.6
Fish
66.
MY
¨h
Ê£
6
4
-
10
20.8
Housefly
67.
Ë
2õ
6
4
2
12
25
68.
Ì
¦Í
5
4
-
9
18.7
Slap
69.
qºr
y2z
5
3
-
8
16.6
Jam
Î
aÅ
6
3
2
11
22.9
Wish/desire
71.
Ï q
O
6
3
-
9
18.7
Shame
72.
Ä
GÂ
7
4
2
13
27
Confirm/co
nfident
73.
Ð
Ñ
6
4
2
12
25
Hand mill
70.
È
ÝÉ
194
Halfminded/ma
d
Ò
Êè
6
4
1
11
22.9
Jaw
75.
Ó
ʪ
6
3
1
10
20.8
Bat
76.
Ó
ʪ
6
3
1
10
20.8
Cat
77.
Ô
Vè
5
4
1
10
20.8
Split
74.
78.
l
ʟ
6
3
1
10
20.8
The
produce of
the
earth/Good
Grains
79.
w
á>
6
4
1
11
22.9
Anger
80.
2 - uP
ÉÕ
6
4
1
11
22.9
Raw
81.
Ä
GÂ
7
3
1
11
22.9
Ripe
82.
‡'
V1'
6
3
1
10
20.8
Delhi
83.
Ö
ÅÄè
5
2
1
8
16.6
Calcutta
84.
T
×'
TT
2 †Y' ·
5
2
1
8
16.6
hand pump
85.
'ûq
'Ê2
5
2
1
8
16.6
Hangman
86.
R
<
Œ
5
2
1
8
16.6
½
-
à
Z
Y
2-†-
5
3
1
9
18.7
88.
Ø
O
2-† à
5
3
1
9
18.7
Brand/stam
p
89.
݅…©
Ù>
5
3
1
9
18.7
Money box
90.
Ú
áÛ
6
2
1
9
18.7
Mole
91.
ê'
ÀÜ'
6
2
1
9
18.7
Kind of stall
or shawl
with suits
87.
195
Nurse
92.
„´
G¿
5
2
1
8
16.6
Coin
93.
0Ý
022]
6
2
1
9
18.7
Joyful/pleas
ed
94.
Þ
5
2
-
7
14.5
A written
agreement/
a market
95.
ˆ
ßz
5
2
-
7
14.5
Baby girl
96.
R
à
Œz
5
2
-
7
14.5
Baba/baby
boy
97.
á
Àv
6
2
-
8
16.6
Short
98.
¹
Ê]
6
2
-
8
16.6
Sailor
99.
2¢
2G£
7
2
-
9
18.7
Fraud/Chea
ter
À
6
2
1
9
18.7
canny
ÀÜ
7
4
1
12
25
597
327
54
978
100.
101.
2Z[Ý
â
-
Total:
196
Card-board
Table : IV.C2
Deletion of Diacritic mark |? | Khara alif
Total
Informants
48
%age
8
29
60.4
Lowest
10
8
30
62.5
Jesus
12
11
7
30
62.5
Name of
a
prophet
2S †ßSà
13
12
7
32
66.6
Name of
a
prophet
ÇÈ
ÊÅ
13
12
7
32
66.6
Great
6.
¯'
?
''
14
13
8
35
72.9
Claim
7.
Çz
Êz
13
12
10
35
72.9
Lord
Ê9
13
12
10
35
72.9
High/sup
erior
9.
E
R
å
¨?
æß
14
10
10
34
70.8
Dawn
10.
Ç
Ê
14
10
8
32
66.6
Beginner
11.
ç
?
X
14
12
8
34
70.8
Skity
12.
è
Êi
14
12
8
34
70.8
God/Alla
h
13.
é
ê
12
12
10
34
70.8
Prayer
mat
f
?
T¼
ëì¥Yuì
2i
SS
12
10
8
30
62.5
Plain
Ÿíq
13
12
8
33
68.7
A
masculin
S.
No.
Correct
words
incorrect
word
1.
B'
'
11
10
2.
Ï
¨vS? Y
ã
12
3.
äz
áz
4.
à
¨?S[ßS
5.
8.
14.
15.
No. of Informants
197
Gloss
e/a
name, to
avoid
16.
î
?
#ï
12
10
7
29
60.4
Piety
17.
ë? /°0±
ð
12
12
7
31
64.5
Pure
18.
¨@? Ÿ
t
14
13
8
35
72.9
Male
Snake
19.
ñ
R
2S †Þ¥±
14
13
8
35
72.9
Large
raisin
20.
ò
?
9ò
14
12
8
34
70.8
Decree
Šƒ
14
12
8
34
70.8
Approve
d
22.
óƒ
R
jÝ
¨? ß1
14
13
7
34
70.8
Eid-ulazha
23.
ô‰
kŠ
14
10
7
31
64.5
Congratu
lation
Total:
302
265
185
752
21.
198
Section ‘C2’
Deletion of dicatrical mark |? | Khara-alif
Under the rule of Arabic orthography when (ye) comes at the end
of a word with a Khara-alif over it as in E |a:la|, then only (alif) is
pronounced and (ye) remains silent, for example, E|a:la|.
In Urdu these words are written by some people according to Arabic
rule, whereas sometimes they are written with a alif only at the end for
example æÁÊzOi .
There are three specific names in Urdu, which are spelled
? S ¨vS? YÏ )z
?
according to the rule cited above for example:õ
Even if
people write these three names asöã öáz ö2S †ßSà they will be considered as
correct.
Table IV-C2, shows 23 misspelled words, from which learners have
deleted khara alif
and ‘’ choti
ye’ have written alif at the end of the
words. Because the diacritical mark | ?| Khara alif, choti ye also gives the
sound of alif. As mentioned before, in Urdu there are very few words that
are written with khara alif () at their ends. Sometimes, ‘ye’ (‫ )ى‬is also
written at the end of the word along with diacritic | ?ç| Khara-alif, so,
learners get confused. There are a large number of words which have
spelling variations. Even the dictionaries do not provide spelling for such
words.
199
As a general trend, dictionaries quote all variations of words without
giving any explanation. Some examples of spelling variations are few and
far between.
There are many such words borrowed from Arabic, which end in for example: äz E h'. Phonetically these words are pronounced with h ? h at
the end. Due to the difference between pronunciation and spelling, it has
become a common trend to write these words with “” alif at the end like:
' Êz. It is noted that now both styles of writing are being used and
accepted.
Most of the students have misspelled all the twenty-three
(23) words of this type.
It also seems quite interesting that as the class goes up, it shows
remarkable decrease in the number of errors. Thus, the number of errors
mostly committed by V and VI class students is much higher than that of
VII class. But most of the learners have got confused and misspelled
these words.
Out of 48 students 35 have misspelled Çz as Êz ? ¯' as ' as E; as Ê9
they have deleted the diacritical mark | ?| ‘Khara-alif’ from the words. It
comes to nearly 72.9%. There is one very common word, which is very
much familiar to all the learners but still they have got confused and
misspelled it. For example ÷ is a religious festival of Muslims; it is also
wrongly spelled as ß1 by 34 out of 48 informants, (i.e.70.8%).
Some proper names have also been wrongly spelled by the
learners. For example the word ô‰|tuba| is written as kŠ; andø |mustafa|
200
as ð by 31 out of 48(i.e.64.5%) informants. Rests of the words have
been wrongly misspelled as a result of deletion of Khara-alif. The
percentage of errors of these words is very high as is evidenced by the
table IV C2.
201
Section ‘C3’
Deletion of diacritic mark |! | do-zabar (tanveen)
In Urdu, do-zabar tanvīn| !ç| is written before an q± alif which occurs
in the final position of the word. This feature is found only in some words
borrowed from Arabic language. The pronunciation of tanveen | !ç| with alif
is very much like |-an|. It is an adverb marker. Let us consider the
following examples: ùú |eehteeya:tan|; !2Ü |fauran|; !2û |majbu:ran| .
Each of these words has do-zabar (tanveen) over the terminal (alif)
for
example
ü|naslan|;
ý|aslan|;
þp|ra:liban|
etc.
It is quite particular thing of Arabic, although, Urdu has a quite less
number of words which also have this diacritical sign, yet there are so
T
many words in Urdu which have | !ç| do-zabr, for example:!2ܪ«!2†wMµ .
In total we have 26 (twenty-six) words in table IV-C3. These words
show the deletion of diacritical mark do-zabar (tanveen). Most of the
words are quite common among learners. All the mentioned words in table
IV-C3, have | !ç |, do-zabr. It gives the sound of |-an| noon, and is
pronounced likewise. Because of its pronunciation as -an’ learners get
confused and misspell them. Learners have written all words having ‘dozabar’ with noon(). The word ù2m |isha:ratan| is written as *2m thus has
been misspelled by 33 out of 48 learners (i.e. 68.7%). Similarly word ù'2
is spelled as ‘*'2’ by 34 out of 48 students (i.e. 70.8%).
ù2\
|zaru:ratan|’ is spelled as *2\ by 33 (i.e.68.7%). Learners get confused
æ
with a few proper names also, such as:!` |amira:n|; ! S †wq ó |jamila:n|; ! S †º
|shakila:n| and have wrongly spelled them as XR NS †± m ` and the
percentage of errors comes to around 66.6% to 72.9% respectively.
202
Section ‘C’
Table: IV.C3
Deletion of Diacritic markz | !ç| (do-Zabar; tanv:n)
Total
S.
Correct
incorrect
No. of
No.
word
word
Informants
1.
ù2m
*2m
15
10
8
33
68.7
2.
ù
*stS†ºÏ
15
8
8
31
64.5
3.
ù
*
5
10
9
34
70.8
4.
ù'2
*'2
15
10
9
34
70.8
5.
ùr
*2z
15
10
8
33
68.7
6.
ù'æ
*'9
Informa
%age
Gloss
nts 48
Suggestively
By virtue of
faith
By nature
Purposely/
intentionally
Sympatheticall
y/ kindles-sly
By virtue of
15
8
10
33
68.7
habit/
habitually
7.
ù2\
*2\
15
8
10
33
68.7
Necessarily
8.
ù2
*2
15
8
10
33
68.7
Naturally
9.
ù2
*22S ¥Æ
15
10
8
33
68.7
Scornfully
R æ
XN†±
15
10
8
33
68.7
For example
10.
203
11.
þp
û
s
15
8
9
32
66.6
12.
!Ð
Ð
15
10
9
34
70.8
13.
T
˜
& ¥Â
RT RT
Ü
15
10
10
35
72.9
14.
T
S
*
15
10
10
35
72.9
15.
ª«
¬t
15
10
10
35
72.9
16.
!2Ü
2Ü
15
10
8
33
68.7
17.
ý
R
XN
15
10
8
33
68.7
Really
T
R Y´S†ºµ
X
15
8
8
31
64.5
Really
19.
Ü
RT
Ü
15
8
10
33
68.7
20.
*ß
15
10
10
35
72.9
21.
ù2ä
*2ä
15
10
8
33
68.7
22.
2
2
15
10
9
34
70.8
23.
!2û
2û
15
10
10
35
72.9
Helplessly
24.
*kcÅ
15
10
10
35
72.9
By nature
18.
204
May be
Minister/Prime
minister
From Time to
time
Prudently/cons
ciously
Accidentally
Immediately/at
once
Occasional/so
me times
As a measure
of expediency
As a measure
of naughtiness
As a measure
of inheritance
25.
RT
26.
*kã
15
10
10
35
Total:
390
246
235
871
15
10
8
33
68.7
72.9
205
Timely
As compared
to
Section ‘C4’
Deletion of Diacritic mark || noon-e-ghunna
Nun-ghunna
(),
i.e.
nu:n
without
dot
always
represents
nasalization of a vowel; however, medial nasalization is indicated by full
nu:n (), i.e. with the dot over it, as is seen in the following words
tÀ
t2
!>
|camel |
|leg |
|colour|
| gum |
The dot is compulsorily put inside it in case of its occurrence in the
medial position of a word.
The
identification
between nasal and
nasalization is usually made in the specific context, for example:
t2
-
raəng
±
-
Karuə:
á±
-
Kareə
There is a controversy over the issue of , whether to use or not
in words like ä. Some words are written with noon-ghunna as well as
without noon-e-ghunnah ‘äãä’.
Lughat-Navees-Jalaal, holds that
ãä
. But it is generally written as
ä
should be spelled as
ä. Sometimes many words such as
etc, are written with and sometimes without .
206
The words which are given in the tables IV-C4 and IV-C5 show the
deletion of nasality marker () at the final position of words and that of
omission of ‘’ (noon)in the medial position. We have total of 31 words
that show errors of the deletion of ‘’ whereas 24 words indicate the
deletion of ‘noon ’. Almost all the words are very common words. First
we take the words listed in (IV-C4). Many common words such as ‘C’
have been wrongly written as
‘C’ by students of V, VI and VII classes.
It is observed that the number of students of class V who have made
these errors is much higher than students of class VI, VII.
Another word ‘2’ is very much confusing to learners so they often
delete from it. The word has been spelt as h2’ by 14 out of 48 students
(29.1%). Similarly, the word ‘ß’ is written as ‘ß’ by 9 (nine) out of 48(i.e.
18.7%) and the word ‘¨’is written as ‘¨’ by 9 (nine) out of 48(18.7%).
There are some very common words which too have been
misspelled by the learners, for example:
i'm
Ç
ïz
2!1
It is noted that these words have been misspelled by all the
students of classes mentioned above. Errors made by them
are between
20% and 39%.
The deletion of in the final position is also noted in the following
words.
¿W
¿9
¿ó
¿!
¿'
207
¿s
¿
The discrepancy in spelling of these words adds to learners’
problems with their writing task. Whether these words are considered
right or wrong is quite uncertain. Opinions are divided on this issue. As
mentioned earlier, in many words such as ‘s’‘Ü’ ‘Ý’.
missing or is placed after the word which is nasalized.
208
is either
Table: IV.C4
Deletion of nasality marker  (noon-e-ghunnah) finally
Total
Informan
ts 48
%age
Gloss
01
10
20.8
Summers
04
04
14
29.1
fasting’s
05
03
01
09
18.7
Where
¨
05
02
-
07
14.5
There
>
>
05
02
-
07
14.5
Kind of sound
to indicate
something
6.
05
03
-
08
14.5
World
7.
e
04
02
-
06
12.5
Are
8.
d
R
04
03
01
08
16.6
Them
9.
X
X
08
04
04
16
33.3
Environment/
scene
10.
69
j9
06
02
02
10
20.8
kidnap
11.
§
04
02
02
08
16.6
Went/ to go
12.
i'm
i'm
07
04
04
15
31.2
Happy
13.
Ž
07
06
06
19
39.5
Well
14.
Ç
Ç
06
05
05
16
33.3
Kind of sweet
specially for
eid
!
06
02
01
09
18.7
Meet
`2G
05
02
-
07
14.5
Do
Correct
word
incorrect
word
1.
C
C
06
03
2.
2
2
06
3.
ß
ß
4.
¨
5.
S.No.
15.
16.
á“
No. of
Informants
209
17.
i
i
05
02
01
08
16.6
To call mother
as amma
18.
-
-
06
02
02
10
20.8
Young
19.
Š2¯
Š2¯
03
04
03
10
20.8
For Females/
women
Š2
03
02
02
07
14.5
″
20.
'9
'9
04
05
02
11
22.9
For
Males/men
21.
á"'1
'1
08
04
05
17
35.4
Fortnight
22.
¿'
¿'
05
02
-
07
14.5
Both
23.
¿k
¿k
05
02
-
07
14.5
Languages
24.
¿W
¿W
05
02
-
07
14.5
Feet
25.
¿'
¿'
05
02
-
07
14.5
Grains
26.
¿s
¿s
05
02
-
07
14.5
Songs
27.
¿
¿
05
02
-
07
14.5
Kind of name
to call elders
28.
¿=
¿=
05
02
-
07
14.5
Dishes
15
3
82
46
281
Total:
210
SECTION ‘C5’
(Noon) Medially
Deletion of
This subsection provides an analysis of the deletion of ‘’ (noon)
medially. As said earlier, this error is found at the medial position of
words. It is obvious that the letter , represents a nasal consonant
phoneme |n|. But medially it also represents nasality of a vowel or
indicates nasalization of a vowel.
The letter is like a semi-circle in shape with a dot inside it. In its
initial and medial position, when it is broken, it assumes three formations
in accordance with the group joiners. Some examples are as follows:
± Initial nāsir
ÚR
nizam 0#
-
± -
ÚR
0#
Medial
mandir
2$
-
2' %
Final
maskan
æ±
XR ºç
-
æ
— ±
Anjā
&
-
&
Sometimes
( noon) also represents nasalization of a vowel (like
the noon-e-ghunna) (mostly when it occurs at the end of a syllable). But
in the final position of a word, it is written without a dot inside it as
.(noon-e-ghunnah)
211
The identity between nasal and nasalization is revealed by the
context as in.
t2
'
tÀ
(
)“
ᓠ. It is seen when is followed by |$|, is not pronounced
but,
is pronounced as |0 | (m) as in * /2+ H
etc. This
also adds to young learners confusion about writing such words.
,
-
.
*
/
H
2+etc.
The table IV-C5 shows errors of deletion of . There are 24
(twenty-four) words which have been misspelled by students of all the
three classes. The word
4 which is a very common word has been
wrongly spelled as +¯+ by 20 (twenty) out of 48 informants (i.e.,
41.6%). The word k is misspelled as 2k by 31 (thirty-one) out of 48
informants (i.e. 64.5%); the word is spelled as #Ž by 26 students out
212
of 48 (forty-eight) (i.e., 54%) the word )0, is written as )0 by 14
learners out of 48 (i.e. 29%) and the word
41
as +1 by 15 (fifteen)
out of 48 (i.e. 31.2%).Besides there are some words like , 2+H * etc
which have been written
by 0 sound by around 27
(i.e., 56%).
213
students out of 48
Table: IV.C5
Deletion of nasality marker
S.
No.
Correct
word
incorrect
word
(noon) medially
Total
Informants
48
No. of
Informants
%age
Gloss
1.
Ê¿9
9
11
11
08
30
62.5
The tree
Emblic
myrobalan and
its fruit; a
Myrobalan
2.
4
+¯
10
06
04
20
41.6
Upper side
+
04
02
01
07
14.5
″
10
05
03
18
37.5
Upside down
12
10
09
31
64.5
Flute
03
02
01
06
12.5
Scarcity
3.
+!ۡ
+'¯
4.
k
5.
1
2k
R T
€¨ †SY»
6.
#Ž
10
10
06
26
54
Well
7.
2
À3
07
04
03
14
29
Splash
À4
02
01
00
03
6.25
06
05
03
14
29
Splash
″
8.
5
½S ¥O- ó
9.
6
7
06
05
03
14
29
Sneeze
3
02
-
-
02
4.1
″
Puff/to blow
10.
)0
0
06
06
02
14
29
11.
41
+1
06
05
04
15
31.2
12.
8!1
#'1
06
05
03
14
29
214
Beak
Glittering/ to
glimpse
13.
)1
1
05
04
03
12
25
To wake up
suddenly/to
bounce /to
boggle
14.
91
1
05
03
02
10
20.8
Be alarmed
15.
ã:
:
08
07
06
21
43.7
Trap
16.
;<
;=
07
03
02
12
25
To mix
something with
water
17.
>!
*!
05
05
02
12
25
Name of a
place in up
18.
?@
3"@
05
05
02
12
25
A hut
19.
2A
22À' .q ó2B
04
03
02
09
18.7
Jingle
20.
4
+
07
05
03
15
31.2
Investigation
21.
,
æ óq
—qY
11
10
06
27
56.2
Movement
22.
2+
2C
11
10
05
26
54
23.
H
1ˆD
11
10
06
27
56.2
A
flower/feminin
e name
24.
*
stq†wù
11
10
06
27
56.2
Tomb.
191
152
95
438
Total
215
Pilling up
SECTION ‘D’
SUMMARY AND CONCLUSION
Section ‘D’ of chapter IV summarizes misspellings that are
caused by deletion of a letter from a word in different positions.
In our data we have found three types of spelling errors of
deletion that result from the deletion of relevant letters from the
words.
The present section (i.e.) section ‘A’ of this chapter explains
the spelling errors of deletion of |h|
‫ ح‬and E
(choti-hey and bari-hey) at medial and final positions of
words. As our focus of attention here is on spelling errors made by
children from V to VII classes, we have found out that children of V
class have particularly made larger number of errors compared with
VI and VII class children.
Words showing the deletion of ‫ ح‬and E have been put in table
IV-1(a) and IV-1(b). Table IV-1(a) contains 22words while IV-1(b)
comprises just 30 words, this makes a total of 52 which throws light
on the errors of deletion of ‫ ح‬and E from words.
Such analysis of errors of omission as this is necessary to
understand difficulties/problems that learners face while writing.
216
An average of spelling errors caused by deletion of choti-hey
medially shows that 35 to 40 percent of the total number of
students have misspelled these words. It is noticed that most of the
errors have been made only by the class V students. These errors
are decidedly larger in comparison with errors made by students of
VI and VII classes.
There are three types of E
maqloot, and hey-maqtafi.
E
heys i.e. hey malphooz, heyStands for |h|, but at the final
position of word it is pronounced a bit softly and denotes a vowel
(short and long), for example: ;
; þ ; š etc.
The letters E and ‫ ح‬are omitted at the medial and final position
of words. ‘Hey-malfooz’ is fully pronounced in all the three positions
of words yet learners get confused about representing them in
writing.
In section B, we have examined the spelling errors of deletion
of ‫ع‬
(ain) from the medial and final positions of the words. We
have made two separate lists (i.e.) table IV-B1 and IV-B2 which
contains 46 misspelled words in total. But in the final position this
number goes down to 18. As usual here too it is seen that learners
of V class have committed more mistakes than those made by VI
and VII class students.
Ain ‘’ is articulated like a vowel in Urdu. It is pointed out that
at the different positions of words it represents different vowel
sounds. It is very hard for learners to articulate and represent its
sound clearly in writing because it is not easy for them to remember
multiple representations of ain. It is an Arabic grapheme that
217
corresponds to a consonant sound of that language. It may have
been assimilated from Perso-Arabic tradition but now it has become
an integral part of Urdu script. The words which are mentioned in
the
given
table
show
that
learners
are
not
able
to
grasp
representation of ‫( ع‬ain) clearly both in initial and medial positions
of words, so they commit errors. What they listen/catch is only the
pronunciation learnt from the guide in classroom. It has been
observed that occurrence of the letter ‫( ع‬ain) in the medial and final
positions of a word are very difficult for learners to catch. It is so
because of incorporation of its sound into adjacent letter.
In table IV-A1, we have put errors of substitution and addition
of letters but we have not explained them here, because they have
already been discussed in chapters’ 2 and 3 .
Section ‘C’ of this chapter analyses spelling errors resulting
from the deletion of few diacritic marks, such as tashdeed
mad ‘
Fç ’
‘
ç
‘
do-alif/ khardra-alif ‘ ? ç ’ etc. The diacritics are an
important and crucial part of Urdu orthography. However, there are
many other diacritical marks but here, we have only dealt with the
errors caused by the deletion of the diacritic marks mentioned
above.
Section ‘C’ of the chapter 4, is divided into 5(five) subsections. It gives an account of diacritical marks. Section C1, shows
deletion of ‘tashdeed’ | ç |which gives the gemination of a sound
consonant and consists of 101 words. C2 examines errors of
deletion ‘khara-alif’ |? ç |and comprises a total of 23 words. In C3
there are total 26 words which are misspelled as a result of deletion
of | ! ç | do-zabr. It is also one of the important diacritic marks in
218
Urdu orthography, whereas C4 shows the deletion of diacritical mark
| | noon-e-ghunna from words and contains 30 words in total. The
last sub-section i.e. section C5 analyses errors of deletion of ‘
‘from the medial position of words, | |is also considered as one
of the diacritical marks that is very often used medially in Urdu.
This section contains only 24 words which have been wrongly
spelled by learners because of omission of || (at the medial
position of words).
219