Relevant bibliographies by topics / Afrikaans orthography and spelling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Afrikaans orthography and spelling'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Afrikaans orthography and spelling"

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Bergenholtz, Henning, and Rufus Gouws. "A New Perspective on the Access Process." HERMES - Journal of Language and Communication in Business 23, no. 44 (October 23, 2017): 103. http://dx.doi.org/10.7146/hjlcb.v23i44.97325.

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Only 10 or 15 years ago, you had to spend hours, days or even weeks in libraries to find data of many kinds. Today, one has access to data at your desks at home. Therefore, the biggest problem for a real information society is not that you do not have access to the needed data, but that you cannot find it or that it takes so long to find it that you quit the search before finding the result. This is clearly shown by a Google search where you get so many results that can lead to a case of information stress or even worse information death. An easy search route and a short search time are important elements when trying to satisfy certain information needs. This topic is discussed based on two case studies: one concerning certain fixed expressions in seven Danish printed and electronic dictionaries and one concerning looking at different access attempts in six Afrikaans reference sources, including linguistic text books, books presenting the formal spelling and orthographic rules of Afrikaans as well as a monolingual dictionary. The paper argues that the applicability of the access process, as developed in lexicography, goes beyond dictionaries, illustrating the importance of a process not relevant within the field of linguistics but extremely important in the successful use of reference works.
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Yule, Valerie. "English Spelling and Pidgin." English Today 4, no. 3 (July 1988): 29–35. http://dx.doi.org/10.1017/s0266078400003503.

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English has had centuries of ‘traditional orthography’, but novel varieties of English have no orthography at all until it is created for them. How are these spelling systems developed and how close to, or distant from, ‘real’ spelling need they be?
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Gaspar, Catarina. "Orthography as Described in Latin Grammars and Spelling in Latin Epigraphic Texts." Acta Classica Universitatis Scientiarum Debreceniensis 56 (September 1, 2020): 61–72. http://dx.doi.org/10.22315/acd/2020/4.

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This paper examines writing and orthography in the work of Latin grammarians and spelling variants in epigraphic texts. It focuses on the uses of the letter H and the spelling of the word sepulchrum. The word’s spelling seems to be connected to the spelling of other words through the adjective pulcher, pulchra, pulchrum. The analysis indicates that the teaching and learning of orthography had a limited influence on epigraphic texts, but there is evidence of the consistently high frequency of the spelling sepulcrum. The paper also shows how data on Latin orthography can help in understanding the chronology of the evolution of spelling in epigraphic texts.
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Richardson, Kay. "Spelling-gate." Journal of Language and Politics 17, no. 6 (December 14, 2018): 812–30. http://dx.doi.org/10.1075/jlp.17072.ric.

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Abstract Back in 2009, the Labour British Prime Minister Gordon Brown was attacked for “bad spelling” in a condolence letter written personally by him to the mother of a soldier who died in combat, and publicised by The Sun newspaper. “Spelling” here acts as a leveller of hierarchical differences in the national political culture, with ruler and subject both publicly disciplined by the same standard language ideology. Previous research on orthography as social practice has tended to focus on deliberate manipulation of fixed spellings; this article extends the approach to unconventional spellings that have come about ‘by mistake’, and also widens it, to consider aspects of orthography other than spelling, focusing on the look of the Prime Minister’s handwriting. At issue, semiotically, are meanings such as ‘the personal touch’ and ‘respect’.
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Jansen, Carel, Robert Schreuder, and Anneke Neijt. "The influence of spelling conventions on perceived plurality in compounds." Constraints on Spelling Changes 10, no. 2 (December 31, 2007): 185–94. http://dx.doi.org/10.1075/wll.10.2.02jan.

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Dutch compounds with ‘e’ or ‘en’ as linking element between modifier and head were presented to mother tongue speakers of Afrikaans in an experimental setting that explored the possibility that these different spelling formats would suggest a singular or plural meaning of the modifier. The participants appeared to interpret ‘en’ in the linking element as an indication for singular, and ‘e’ as signifying plural. This outcome supported the findings in comparable studies on Dutch, which also revealed a tendency to understand the spelling of the linking schwa in relation to conventions for the spelling of the plural suffix. In Afrikaans the spelling of the plural forms is ‘e’, whereas in Dutch the spelling of plural forms is ‘en’. This explains why the results of the Dutch and Afrikaans experiments, while using the same materials, are each other’s mirror image.
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Kiselev, Michael Yu. "«Орфография нового калмыцкого литературного языка»: позиция Ц.-Д. Номинханова." Монголоведение (Монгол судлал) 12, no. 2 (August 25, 2020): 326–37. http://dx.doi.org/10.22162/2500-1523-2020-2-326-337.

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Goals. The paper studies a manuscript monograph by Ts.-D. Nominkhanov titled ‘Orthography of the New Kalmyk Literary Language’ (December 25, 1932) and contained in the Archive of the Russian Academy of Sciences. Materials. The work investigates sections and subsections of the monograph, namely: ‘Preface’ narrating about areas of residence and dialects of Kalmyk ethnic groups; ‘Old Script Orthography’ supplemented with a Latinized Jangar epic excerpt (alphabet of the 1930s) illustrating Zaya Pandita’s spelling patterns; ‘Spelling of Russified Kalmyk Script’ providing an excerpt from the Latinized spelling-book (Russ. Светлый путь), and reviews decisions of the February 1928 Kalmyk transcription and orthography development meeting; ‘Latinized Script Orthography’ introduces spelling patterns adopted by 1931 Moscow and Elista-based scientific conferences. Results. Prof. Ts. Nominkhanov concluded that the Latinized alphabet of the 1930s based on Zaya Pandita’s spelling could not meet the then needs of orthography. According to him, a scientifically unified Kalmyk literary language was to be based on the development of all Kalmyk dialects through their free interaction towards foundations of the Torghut dialect for further assimilation of different spelling subtleties and final enrichment the Kalmyk language proper. To facilitate this, he proposed that certain measures be undertaken, such as publication of a scientifically reasoned spelling book, organization of consistent academic studies in Kalmyk orthography and existing Kalmyk dialects at large, establishment of a central body that would check all manuscripts against orthographic, grammatical and other regulations introduced prior to publication. Conclusions. The study shall expand the source base on the history of the Kalmyk language and Prof. Ts.-D. Nominkhanov’s scientific heritage, and can be used for further research and educational purposes.
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Banga, Arina, Esther Hanssen, Robert Schreuder, and Anneke Neijt. "How subtle differences in orthography influence conceptual interpretation." Units of Language – Units of Writing 15, no. 2 (August 10, 2012): 185–208. http://dx.doi.org/10.1075/wll.15.2.04ban.

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The present study investigates linguistic relativity. The units of writing investigated are e and en, which are used to represent units of language in Dutch, Frisian, and Afrikaans. Dutch has homographic forms in the plural suffix -en and the linking element of noun-noun compounds en. Frisian does not have homography of this kind, while Afrikaans has a different homography. This raises the question whether second language learners of Dutch consistently interpret the linking en in Dutch noun-noun compounds as plural in the way that native speakers do. Plurality ratings for Dutch modifiers obtained from native Dutch speakers are compared with ratings from Frisian-Dutch bilinguals and Afrikaaners learning Dutch as L2. Significant differences relating to orthography are observed. We therefore argue that differing orthographic conventions in one’s native language (L1) can lead to different interpretations for the same everyday words written in Dutch (L2). Orthography thus provides an example of linguistic relativity. Keywords: linguistic relativity; second language learning; morphology; compounding; linking element; plurality; homography; Dutch; Frisian; Afrikaans
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Harsanti, HG Retno. "The Use of Orthography to Increase Young Learners’ Basic Literacy: Spelling Ability." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 89. http://dx.doi.org/10.26858/eltww.v7i2.13859.

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The mastery of literacy skills of young learners is essential and fundamental which include reading and writing. Literacy skills are closely related to cognitive abilities that provide knowledge, information, and meaning. Spelling ability is one of the essential skills in reading that must be considered. This study aims to examine the use of orthography to improve the ability to spell in reading. This study was conducted with a qualitative approach through a systematical review method with meta-synthesis as the analysis tool. Data obtained from 4 previous research articles with criteria Q1 Scopus index. The results showed that orthography could improve young learners’ spelling ability.Keywords: orthography, literacy, spelling, reading
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Kotzé, Ernst. "Arabic Afrikaans – early standardisation of Afrikaans orthography: A discussion ofThe Afrikaans of the Cape Muslimsby Achmat Davids." Southern African Linguistics and Applied Language Studies 30, no. 3 (September 2012): 413–27. http://dx.doi.org/10.2989/16073614.2012.739331.

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Kratz, E. Ulrich. "Jawi spelling and orthography: A brief review." Indonesia and the Malay World 30, no. 86 (March 2002): 21–26. http://dx.doi.org/10.1080/13639810220134647.

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Dissertations / Theses on the topic "Afrikaans orthography and spelling"

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Odendaal, Beatrix Gertruida. "Die herstandaardisering van Afrikaans : 'n praktiese benadering met die AWS as gevallestudie." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71820.

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ENGLISH ABSTRACT: This study comprises an investigation into the restandardisation of Afrikaans. Since the 1980s, there have been various calls from the Afrikaans speech community for the democratisation of Afrikaans by making it representative of the whole Afrikaans speech community. Despite these calls for the restandardisation of Afrikaans, a matter which has been brought to the fore in recent years, there are still no real theoretically-based and practical suggestions for such a project. The practical approach to the restandardisation of Afrikaans suggested in this study, with a specific focus on the restandardisation of the orthography of Afrikaans, informs the suggestion of a model by which such a planned restandardisation programme for Afrikaans could be carried out. This is done based on existing theories of standardisation and restandardisation, as well as a thorough investigation into the history of the standardisation of Afrikaans in order to determine the reasons underlying this need for its restandardisation. Firstly, relevant theories of standardisation are considered in order to determine which aspects of language standardisation give rise to restandardisation and play the most important role in it. The history of the standardisation of Afrikaans is also considered, in order to indicate the factors which gave rise to the calls for the restandardisation of Afrikaans. The world-wide phenomenon of destandardisation – an increasing trend by which the validity of standardised languages is called into question – is subsequently considered. Following this, restandardisation is considered in greater detail. Although the term is used widely, there are not yet thorough theoretical descriptions of the nature of the process itself. Therefore, this study provides a theoretical consideration of what restandardisation comprises. An investigation into various examples of attempts at the restandardisation of languages in South Africa, Africa, and the rest of the world serves as a backdrop against which the need for the restandardisation of Afrikaans is discussed. The standardisation of the orthography of Afrikaans, as outlined in the ten issues of the Afrikaanse woordelys en spelreëls (“Afrikaans word list and spelling rules”) which have been published to date, is the next research focus. The purpose of this critical evaluation of the primary source for orthographic standardisation of Afrikaans is to point out the weaknesses in the current standardisation process which necessitate a new approach to the standardisation of Afrikaans (and by extension, its restandardisation). Finally, a model is presented for the restandardisation of the orthography of Afrikaans, but also Afrikaans as a whole, based on various theoretical and practical considerations contained in the study.
AFRIKAANSE OPSOMMING: In hierdie studie word die herstandaardisering van Afrikaans onder die loep geneem. Dit word gedoen teen die agtergrond van verskeie oproepe vanuit die Afrikaanse spraakgemeenskap sedert die 1980’s om Standaardafrikaans te demokratiseer deur dit verteenwoordigend te maak van die totale Afrikaanse spraakgemeenskap. Ten spyte van hierdie oproepe om die herstandaardisering van Afrikaans wat in die afgelope aantal jare op die spits gedryf is, ontbreek daar egter nog teoreties gefundeerde, praktiese voorstelle vir hoe so ’n herstandaardiseringsprojek daar sal uitsien. Hierdie studie verteenwoordig ’n praktiese benadering tot die herstandaardisering van Afrikaans, met ’n besondere fokus op die herstandaardisering van die Afrikaanse ortografie, deur ’n model daar te stel waarvolgens so ’n beoogde herstandaardiseringsprogram vir Afrikaans kan geskied. Dit word gedoen aan die hand van bestaande standaardiserings- en herstandaardiseringsteorie en ’n grondige ondersoek na die standaardiseringsgeskiedenis van Afrikaans ten einde te bepaal wat aanleiding gegee het tot hierdie herstandaardiseringstrewe in Afrikaans. Eerstens word daar gekyk na relevante standaardiseringsteorieë ten einde die belangrikste aspekte van taalstandaardisering te belig wat ’n rol speel in en aanleiding gee tot herstandaardisering. Die standaardiseringsgeskiedenis van Afrikaans word ook in oënskou geneem om te dui op die aspekte wat aanleiding gegee het tot die oproepe om die herstandaardisering van Afrikaans. Vervolgens word daar na die wêreldwye tendens van destandaardisering gekyk waardeur die geldigheid van standaardtale toenemend bevraagteken word. Hierna word herstandaardisering van nader beskou. Alhoewel die term reeds wyd gebruik word, bestaan daar nog nie diepgaande teoretiese beskrywings oor die aard van hierdie proses nie. Daar word dus vervolgens teoreties besin oor wat herstandaardisering behels. Verskeie voorbeelde van pogings tot die herstandaardisering van tale in Suid-Afrika, Afrika, en die res van die wêreld word ondersoek, waarna die redes vir ’n behoefte aan die herstandaardisering van Afrikaans uiteengesit word. Die standaardisering van die Afrikaanse ortografie, soos uiteengesit in die tien uitgawes van die Afrikaanse woordelys en spelreëls wat tot op hede verskyn het, kom volgende as navorsingsfokus aan bod. Die doel van hierdie kritiese evaluering van die primêre ortografiese standaardiseringsbron van Afrikaans is om te dui op die swakplekke in die huidige standaardiseringsproses wat ’n nuwe benadering tot die standaardisering van Afrikaans (dus die herstandaardisering van Afrikaans) noodsaak. Ten slotte word ’n model vir die herstandaardisering van die Afrikaanse ortografie, maar ook Afrikaans in geheel, voorgestel aan die hand van verskeie teoretiese en praktiese oorwegings soos in die loop van die studie uiteengesit.
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Rollings, Andrew G. "The spelling patterns of English." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296167.

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Chliounaki, Kalliopi. "The development of morphological spelling strategies in Greek orthography." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400055.

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Mahlangu, Katjie Sponono. "The growth and development of isiNdebele orthography and spelling (1921-2010)." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/53429.

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This thesis examines Southern Ndebele (not Northern Ndebele or Zimbabwean Ndebele), its history, standardisation and controversies in isiNdebele orthography and spelling from 1921 to 2010. In the late 1970s, the amaNala and amaNzunza united politically to strive for recognition as a fourth and separate Nguni ethnic group in South Africa. They were granted their own homeland (KwaNdebele) and this allowed them to develop their own language, isiNdebele. In 1980, the South-Ndebele language Board was formed, with the specific aim of standardising isiNdebele and establishing it as a written language. This campaign has been successful, and on 1 January 1985, isiNdebele became the official language of tuition in all primary schools of the KwaNdebele region. Until 1982, isiNdebele was not standardised, and several different isiNdebele orthographies were in use. In 1982, the first preliminary outline of the Southern Ndebele orthography and spelling rules was finalised. It was published in a school circular magazine known as Educamus in 1982 by the then Department of Education and Training. This guideline is a decisive document containing the official spelling rules of standard isiNdebele, and was accepted as an authentic orthographic and spelling document. Several problems are associated with the formulation of rules and other inconsistencies in isiNdebele orthographies of 1982, 1995, 2001, 2005 and 2008. Although the 2008 orthography has been revised and adapted to the latest accepted spelling rules, there are still some controversies. This thesis therefore examines the growth and development of isiNdebele orthography and spelling from 1921 to 2010, focusing on the formulation of rules and other inconsistencies accruing from this key document and related texts in the literature. This thesis provides some input on amendments regarding the aspects of the set of rules that tend to cause controversy in the orthography and the spelling rules of isiNdebele. The input contributes to the development of isiNdebele as one of the official languages of South Africa.
Thesis (DLitt)--University of Pretoria, 2015.
African Languages
DLitt
Unrestricted
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Wiggins, Khalyn I. "Spelling Errors in Children with Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3475.

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The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflectional word types. Participants included 29 children diagnosed with Autism, PDD-NOS, and Asperger’s Disorder, ages 8-15 years. The spelling protocol consisted of 36 words differing in morphological complexity, including homonyms, inflections and derivations. The derivational categories included: no shift, orthographic shift, phonologic shift, and orthographic + phonologic shift words (Carlisle, 2000). Spelling errors were analyzed both quantitatively and qualitatively. The qualitative analysis used a unique coding system, the Phonological, Orthographic, and Morphological Analysis of Spelling (POMAS; Silliman et al., 2006), which identified both the linguistic category of an error, as well as the specific linguistic feature in error. Results indicated that the spelling errors of children with ASD seemed to follow a developmental pattern that was similar to typically developing children (Carlisle, 1988; 2000). To be specific, phonologic and orthographic+phonologic shift categories evidenced significantly more errors than the no shift, orthographic shift, and inflections categories, which were not significantly different from each other. As expected, academic achievement, as measured by letter-word decoding, spelling, and age, were correlated with morphological spelling ability. Findings supported the use of the POMAS as a coding measure sensitive to spelling error patterns found in children with ASD. Several common feature errors emerged including: 1) vowel errors, 2) consonant deletions, 3) letter doubling, 4) derivational suffix errors, and 5) whole word substitutions. Overall, this heterogeneous group of spellers fit into three profiles of spelling ability: 1) competent spelling ability, 2) morphologically challenged spellers, and 3) generally challenged spellers. Hence, qualitative investigations of spelling errors play a crucial part in the characterization of spelling skill in children with ASD.
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Fawcett, Kelly M. "Spelling Development in Young School Age Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3873.

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Previous research investigations in the area of spelling development have adopted two approaches, the broad approach and the narrow approach. The broad approach suggests that spelling develops in sequential stages whereas the narrow approach focuses on individual linguistic patterns. However, research findings have revealed that children’s spellings do not exhibit errors pertaining to specifically one stage or reflecting one linguistic element, yet a research void exists in resolving how these two approaches might intermix. This study examined the spelling errors of typically developing children in first through fourth grades (N = 400) to determine the quantitative and qualitative differences in misspellings among grade levels. Each grade level had an equal representation of children (N = 100) and male and female participants. The spelling errors were extracted from two writing samples completed by the children, a narrative and expository sample. In an attempt to combine the broad and narrow approaches, a coding system was designed to evaluate the linguistic category (phonological, orthographic, morphological) and specific features (letter name spelling, vowel error, digraph, etc.) of the spelling errors. The findings revealed a significant interaction between grade level and error type for phonologically-based spelling errors (1 st graders made more errors than 2nd and 4th graders) and a greater number of morphological errors was noted in 4 th vs. 2nd grade. No significant effects were noted for writing genre or gender. Analysis of performance patterns for specific linguistic category errors within and across grade levels revealed that all four grade levels committed the most phonological errors in the PSE (phonological – silent /e/) and PSON (phonological – sonorant clusters) categories. The OLN (orthographic – letter name) and ODI (orthographic – digraph) errors also occurred frequently in all four grades with first graders demonstrating significantly more occurrences of the OLN than ODI error. Morphological findings revealed that first graders made significantly more MINF (morphological – inflection) than MHOM (morphological – homonym) errors and all four grades had significantly more MINF than MCON (morphological – contraction) errors. A qualitative analysis regarding the most frequently misspelled words and most frequently encountered codes was also performed. The clinical and educational implications of these findings are discussed.
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Jones, Angela C. "Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246891489.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Jocelyn R. Folk. Keywords: spelling; orthography; serial position. Includes bibliographical references (p. 53-60)
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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Mossing, Courtney R. "The morphological complexity of spelling, ages 8 to 15 years." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003075.

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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.

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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.
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Books on the topic "Afrikaans orthography and spelling"

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1891-, Schoones Pieter Cornelis, Cronjé Ulrich Jerome, and Eksteen Louis Cornelis, eds. Groot woordeboek: Afrikaans-Engels, Engels-Afrikaans. Kaapstad: Pharos, 1997.

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Kritzinger, Matthys Stefanus Benjamin. Groot woordeboek: Afrikaans-Engels, [English-Afrikaans]. Pretoria: J.L. van Schaik, 1986.

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Afrikaanse woordelys en spelreëls. 9th ed. Cape Town: Pharos, 2002.

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Prinsloo, A. F. Afrikaans op sy beste: Hulp met moderne taalkwessies. Pretoria: J.L. van Schaik, 1995.

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Prinsloo, A. F. Afrikaans op sy beste: Hulp met moderne taalkwessies. Pretoria: Schaik, 1995.

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Dednam, A. Die identifisering en analisering van probleme wat kinders in die juniorprimêreskoolfase met die spelling van Afrikaans as eerste taal ondervind. Pretoria: Raad vir Geesteswetenskaplike Navorsing, 1985.

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Spelling. London: HarperCollins, 1995.

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Pescosolido, John R. Spelling. Austin, Tex: Steck-Vaughn Co., 1990.

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Spelling. New York: McGraw-Hill School Division, 1998.

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Boer, Theo de, and Ludo Permentier. Spelling. Utrecht: Van Dale Lexicografie, 2005.

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Book chapters on the topic "Afrikaans orthography and spelling"

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Melchers, Gunnel. "Spelling and Dialect." In Orthography and Phonology, 187. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.10mel.

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Barry, Christopher, and Pierluigi De Bastiani. "Lexical priming of nonword spelling in the regular orthography of Italian." In Spelling, 185–203. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-3054-9_10.

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Booij, Geert. "The Reflection of Linguistic Structure in Dutch Spelling." In Orthography and Phonology, 215. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.11boo.

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Derwing, Bruce L., Tom M. S. Priestly, and Bernard L. Rochet. "The Description of Spelling-to-Sound Relationships in English, French, and Russian." In Orthography and Phonology, 31. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.04der.

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Jacobsen, Birgitte. "A Preliminary Report on a Pilot Investigation of Greenlandic School Children’s Spelling Errors." In Orthography and Phonology, 101. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.08jac.

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Valtin, Renate. "Strategies of Spelling and Reading of Young Children Learning German Orthography." In Cross-Language Studies of Learning to Read and Spell, 175–93. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5_10.

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Pietras, Izabela, and Marta Łockiewicz. "The Development of Reading and Spelling in Polish: A Semi-transparent Orthography." In Literacy Studies, 203–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_13.

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Johnson, Sally. "Language Ideology and Spelling Reform: Discourses of Orthography in the Debate over German." In The New Sociolinguistics Reader, 378–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_27.

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Bann, Jennifer, and John Corbett. "Cluster Analysis and Scots Orthography." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0006.

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Given the creative nature of literary texts, there was little pressure on Scots writers to conform to a standard orthography; their goal was rather to draw upon the various resources available to compose a literary text that was intelligible to those readers who were now schooled in the conventions of standard English, and yet which retained features that were identifiably Scots. There were, understandably, numerous ways of achieving this goal, and in the modern period, many literary texts have been produced using Modern Scots orthographies that might at times seem bewilderingly diverse. The modern corpus of literary Scots raises several questions: ● How consistent are the orthographic practices within the repertoire of particular writers and texts? ● How close or diverse are canonical and other writers in their orthographic practices? ● How might the diverse practices of writers of poetry and prose in Scots serve as a resource for the promotion of Modern Scots literacy?
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10

Bann, Jennifer, and John Corbett. "The Development of Modern Scots Orthography." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0004.

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The later Older Scots period is marked by a language shift that saw a drastic reduction in the domains in which Scots was written. The corresponding shift towards the norms of written standard English was probably not always the result of a conscious choice on the part of Scottish writers. It is unlikely that many of those few who were literate during the Older Scots period actually thought of themselves as writing ‘Scots’ as such – it is more likely that, if they considered the issue at all, they would have considered themselves literate in the vernacular, or non-Latin, language they spoke, in the same way as a literate Englishman might also write in the vernacular tongue.
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Conference papers on the topic "Afrikaans orthography and spelling"

1

Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.
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2

Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.
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