Orthographic Deviations and Implicit Learning: A Mixed-Methods Study on Sociocultural Influences in Turkish Literacy

This study investigates the factors influencing spelling accuracy in Turkish, emphasizing the combined roles of formal instruction and implicit learning. Although implicit processes have been widely explored in second language acquisition, their impact on native language spelling has been largely overlooked. Addressing this gap, the spelling performance of 357 Turkish speakers at three educational levels—high school, undergraduate, and university graduates—was examined through a mixed-methods design. Quantitative analyses demonstrate that spelling accuracy increases with education, but formal instruction accounts for only a limited portion of this development. Qualitative interviews reveal that persistent spelling errors are linked to visual habits, media exposure, and ideological codes that shape language use beyond the classroom. Participants frequently emphasized the unconscious adoption of spelling norms through everyday communication and public discourse. By framing spelling as a socially mediated practice rather than a purely cognitive skill, the study contributes Turkish-specific insights to broader models of literacy that often neglect sociocultural and ideological dimensions. The findings highlight the importance of developing curricula and pedagogical strategies that integrate implicit learning alongside formal instruction, ensuring that language education addresses both the cultural context and the informal environments in which spelling norms are internalized.