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Journal articles on the topic 'Afrikaans orthography and spelling'
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1
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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Golovaneva, T. A. "Publication of Koryak folklore texts: causes of orthography variability." Languages and Folklore of Indigenous Peoples of Siberia, no. 41 (2021): 79–94. http://dx.doi.org/10.25205/2312-6337-2021-1-79-94.
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This work is motivated by graphic and orthographic difficulties in preparing Koryak texts for publication in the “Monuments of Folklore of the Peoples of Siberia and the Far East.” Koryak language spelling difficulties are analyzed for the first time, particularly non-trivial cases of ambiguous spelling requiring comprehension and codification. For example, the spelling of equivocal vowel sound [ә] proves a problem. The normative spelling not allowing two conso- nants at the beginning of a word is due to the historical reconstruction of the Koryak phonological system. However, the indefinite vowel [ә] sometimes is reduced so as not to be identified by the modern Koryak speakers, with its designation with the letter ы [ә] causing reading mistakes. Also, the spelling of йи [ji] or йы [jә] is complicated, with the choice between these two variants based on morphologic principle and defined by this syllable position in the word: root morpheme, affix or in between two morphemes. The spelling of soft consonant followed by equivocal sound [ә], designated in writing by ы [ә], remains to be identified. This combination provokes orthographic variability observed in th-ɣe publications in Koryak. Variability appears in spellings of word forms with -гыйӈ [-ɣәjŋ], -ӈыйт [-ŋәjt] and in spellings of double consonants between two morphemes. The orthographic variability in Koryak publications is due to the conflict in phonemic and morphologic principles relevant for Koryak spelling. Moreover, given the dominant bilingualism, Koryak writing is strongly influenced by the Russian spelling, making the possibility of developing a national writing culture questionable.
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Marquilhas, Rita. "The Portuguese Language Spelling Accord." Written Language and Literacy 18, no. 2 (August 31, 2015): 275–86. http://dx.doi.org/10.1075/wll.18.2.06mar.
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The process of adopting an official orthography for the Portuguese language was completed very late in history, only in the twentieth century, and it was independently triggered by the Brazilian Letters Academy (in 1907) and the Portuguese sciences academy (in 1911). The diplomatic negotiations between the nations involved were countless ones along the following decades, and also included, in due time, other former Portuguese colonies. Since 2006, all countries are gradually ratifying a unified orthography decided in 1990, but the process is much debated in the public space. The root of the disagreement has to do with the fact that both the Portuguese and the Brazilian sets of graphematic norms, although aiming at phonological segments, include transcription rules for variant matter: different phonetic realizations that are triggered by phonological processes.
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Putra, Rizky Anugrah, and Sulis Triyono. "Outlandish Spelling System Invented by Indonesian Internet Society: The Case of Language Usage in Social Networking Site." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.66.
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Before having consistent alphabetic writing system, Bahasa Indonesia had encountered several developments in orthographic enhancement. Bahasa Indonesia need to be enhanced for several reasons such as to create national identity and also to provide an ideal spelling system. Orthography system helps the language user to associate the symbol, sound, and meaning. For those reasons, the spelling system is important in written language since most of information and knowledge are preserved in written form. As time passes, there is almost no barrier in human interaction since the distance is narrowed by the technology. To use it efficiently, the language users utilize their language to be shorter but it is easier to understand. However, it creates discrepancy in the orthography system which hinders the interlocutor to get the actual meaning of the written language. This article reveals an issue about orthography system which is made by internet society in which has unusual alphabetic spelling system. The peculiarity is caused by psychological and social factor which revert the spelling model to be identical to children (immature speech).
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Anderson, John, and Derek Britton. "The orthography and phonology of the Ormulum." English Language and Linguistics 3, no. 2 (November 1999): 299–334. http://dx.doi.org/10.1017/s1360674399000258.
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This paper investigates all aspects of the orthography of the Ormulum in relation to the phonology of the late twelfth-century south Lincolnshire dialect which Orm's spelling system was designed to reflect. We show that Orm's adaptations of what he found in existing orthographic systems provided a set of graphic symbols that was fully capable of representing phonological contrasts in the vocabulary of the dialect and which thus in many respects resembled the inventory that an analysis on phonemic principles might provide. However, Orm's system has more orthographic symbols than an analysis of distinctive oppositions in speech would have required. All of these additions are in some measure attributable to following precedent. In this aspect of his spelling system, as in his innovations, nearly all of which also have parallels within the English orthographic tradition, we discern a spelling reformer who, in due consideration of transparency of the system as perceived by the reader, took pains to depart as little as possible from the familiar.
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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.
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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.
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Salmani-Nodoushan, Mohammad Ali. "Morphological Make-up as the Predictor of English Word Accent." TESL Canada Journal 26, no. 2 (June 3, 2009): 13. http://dx.doi.org/10.18806/tesl.v26i2.412.
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For years, phoneticians have tried to simplify pronunciation for EFL/ESL learners. Some have identified four degrees of primary, secondary, tertiary, and weak stress, and others only three degrees: primary, secondary, and weak. Still others have concentrated on two stress levels: accented versus unaccented, or stressed versus unstressed (Bowen, 1975; Stageberg, 1964; Chomsky & Halle, 1968). None, however, has followed an orthography-based approach to English accent. Because orthography is the most static way of representing words in English, spelling- or orthography-based rules of accent/stress placement may come as a relief to ESL/EFL learners. In this article I present four spelling-based rules for stress placement to help EFL/ESL learners master pronunciation.
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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (August 18, 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.
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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speaking (transparent orthography) kindergarteners were assessed on measures of vocabulary, PA, functions of verbal working memory, and early literacy skills at the beginning of the kindergarten year. The results indicate that a transparent orthography (Croatian) increases early decoding and encoding skills and they show expected correlations between PA, vocabulary, and early literacy abilities. English speakers did not show these correlations at the onset of the kindergarten year. We postulate that the nature of the deep orthography requires some instructional time for English-speaking children before PA and vocabulary will show predictive validity for reading acquisition.
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Ravid, Dorit. "Phono-morpho-orthographic construal: The view from spelling." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 304. http://dx.doi.org/10.1017/s0140525x12000258.
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AbstractA spelling model which has evolved in the parallel universe of spelling research resonates with Frost's reading model. Like reading, spelling cannot be based solely on phonology or orthography, but should accommodate all linguistic facets. The cognitive domain of spelling does not take place at the level of single grapheme or phoneme or syllable, but rather, at the lexical level.
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Vinogradov, Iurii Mikhailovich. "About the implicit variant of the affix of the third person of the category of possession of nouns in the Chuvash language." Development of education, no. 1 (1) (September 25, 2018): 82–84. http://dx.doi.org/10.31483/r-21461.
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The article deals with the spelling of nominal word combinations in the Chuvash language, the components of which are connected by an implicit version of the affix of the third person. The work points to the contradiction in the orthography of similar word combinations: кĕреке пуçĕ "toast-master", вăйă пуçĕ "head of the game", кĕтÿ пуçĕ "leader of the pack" (separately) – пирĕн çулпуç "our leader", гений çулпуç "brilliant leader" (in one word). The modern spelling dictionaries do not include a number of word combinations, which are identical in structure with the syntagmas represented in dictionaries in the joined-up writing. The author proves that a separate spelling corresponds to the orthography of all nominal syntagmas.
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Zuidema, Johan, and Anneke Neijt. "The BasisSpellingBank." Written Language and Literacy 20, no. 1 (October 6, 2017): 52–79. http://dx.doi.org/10.1075/wll.20.1.04zui.
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Abstract The BasisSpellingBank is the first lexicon where the spellings and pronunciations of words are documented explicitly and separately for all relevant word parts. Unlike earlier descriptions of Dutch orthography in terms of rules and underlying forms, the BasisSpellingBank departs from the concept of storage and the way spelling is taught in schools. At its core are triplets of phoneme(s), grapheme(s), and the spelling category(s) which describe the correspondences between them. The triplet notation provides a detailed, exhaustive description of Dutch orthography. It is a formal system that could be used to describe other alphabetic writing systems as well. By integrating information about orthographic rules and lexical storage, the triplet notation more adequately describes the knowledge possessed by fluent users. The triplets unlock exact measures of both forward and backward consistency, which opens up detailed analyses of spelling performance. The database provides new insights into spelling education and spelling complexity.
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Pletneva, Alexandra A. "POPULAR SPELLING AND THE ORTHOGRAPHY REFORM 1917-1918." Proceedings of the V.V. Vinogradov Russian Language Institute 13 (October 10, 2017): 466–74. http://dx.doi.org/10.31912/pvrli.2017.13.53.
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Dixon, Maureen, and Zofia Kaminska. "Does exposure to orthography affect children's spelling accuracy?" Journal of Research in Reading 30, no. 2 (May 2007): 184–97. http://dx.doi.org/10.1111/j.1467-9817.2007.00337.x.
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CHANG, Minyoung, and Chikako SHIGEMORI BUČAR. "Korean Orthography of Loanwords and spelling problems with proper nouns from Slovenia." Acta Linguistica Asiatica 9, no. 2 (July 30, 2019): 117–44. http://dx.doi.org/10.4312/ala.9.2.117-144.
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This paper firstly introduces The Korean Orthography of Loanwords and its history. Recently with more cultural and economic exchanges between Korea and Slovenia, the Korean Orthography guidelines for Slovene words are needed to guide words of Slovene origin when settling in Korean. Although Serbo-Croatian is not an official language of Slovenia, some Slovene words are currently written in Korean according to the guidelines for Serbo-Croatian in KOL. Therefore, we exam the current Korean orthography examples of Slovene words and suggest amendments based on the origin pronunciation. In order to avoid further confusion and to provide the foundation of Korean Orthography of Slovene words, we firstly demonstrated a comparison table of Slovene alphabet (abeceda) and Korean alphabet (Hangeul) supported with examples of Slovene words, and then suggested detailed guidelines on how to write Slovene words in Hangeul.
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NIMANI, Aferdita. "Unified Orthography Rules of the Albanian Language." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 190. http://dx.doi.org/10.26417/ejser.v3i1.p190-193.
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Relying on scientific writings and linguistic standard rules , it appears that today students encounter many orthography and spelling problems in Albanian language , because students lack many rules in Albanian language be it in speaking, writing or expressing . These failing, which have their roots in the first learning ever given the phonemes and letters of the alphabet . Their importance in writing , highlighting the phoneme , morpheme formation , changing their form . Since these were not perpetuated or studied properly in the beginning , the consequences are grappling today and our student suffers them , as problematic in the future . And it can not be sure that his writing has reached an orthography and spelling value of unified standard of the Albanian language
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Sigtryggsson, Jóhannes B. "Samræmdur úrvalsritháttur fornbóka: – réttritun Jóns Þorkelssonar." Orð og tunga 19 (June 1, 2017): 155–71. http://dx.doi.org/10.33112/ordogtunga.19.6.
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Icelandic orthography was in flux at the beginning of the 19th century but scholars like Rasmus Kr. Rask and later Konráð Gíslason and Halldór Kr. Friðriksson put forth orthographical rules, either based on etymological principles or on the modern pronunciation of Icelandic. Aft er fierce debates the former school won in the second part of the 19th century. This article describes the orthography of a 19th-century Icelandic scholar, Jón Þorkelsson (1822–1904). He was the rector of the only college in Iceland, Lærði skólinn (Reykjavik Grammar School) and a respected Nordic scholar and lexicologist. In this paper I investigate Jón Þorkelsson’s spelling in his various writings in the later part of the 19th century, esp. æ/œ, -r/-ur and the simplification in spelling of long consonant before other consonants, and make a case that his spelling was neither based on etymological nor pronunciation principles, but rather on the spelling of the best Old Icelandic manuscripts. This shows how important Icelandic medieval manuscripts were in the standardization of Modern Icelandic spelling in the 19th century.
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Bulley, Michael. "Spelling reform – a lesson from the Greeks." English Today 27, no. 4 (November 8, 2011): 71–72. http://dx.doi.org/10.1017/s0266078411000575.
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Every now and again a call goes up for the reform of English orthography to make it more user-friendly. After all, it is said, the Spanish, the Germans, and even the French, have accepted changes to their spelling systems. By way of comparison, we could think of the suggestion that the Greeks should abandon their alphabet and adopt the Roman one, to come into line with most other European countries. Thankfully, there seems no serious possibility that this will happen. The reasons against it are solidly linguistic and not ones prompted by blind tradition. The same sorts of reasons should prevail for English. The Greek case, though, can provide some lessons. For there have, in fact, been changes to Greek orthography in recent times. An important one was in 1982, when the variety of diacritic signs was reduced to a single accent.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.
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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.
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This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.
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Villa, Laura, and Rik Vosters. "Language ideological debates over orthography in European linguistic history." Written Language and Literacy 18, no. 2 (August 31, 2015): 201–7. http://dx.doi.org/10.1075/wll.18.2.01vil.
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This introductory article to the special issue on the historical sociolinguistics of spelling sketches an overview of the current interest in the field for the sociopolitical nature of the written language. Spelling is understood as a powerful tool for sociopolitical mobilization and thus becomes a recurrent source of conflict. Orthographic debates are the object of study chosen by the authors in this special issue to analyze the non-linguistic dimension of language matters. Approaching them as language ideological debates allows us to carry out a deeper examination of the political projects, social structures, identity issues and cultural practices that are at stake when an orthographic conflict emerges. Adopting such theoretical approach to the study of spelling, the editors of this volume have gathered works that look at the past and present of a number of European languages (Dutch, German, Lithuanian, Macedonian, Portuguese and Spanish) since the Early Modern period until recent times.
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Appelt, Annalen, Miriam Balestra, and Martin Neef. "Orthographic constraints on the spelling of German a-sounds." Written Language and Literacy 18, no. 1 (February 12, 2015): 153–74. http://dx.doi.org/10.1075/wll.18.1.07app.
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In the framework of the Modular Writing System Theory (Neef 2005a), two levels of representation are distinguished that are relevant for the analysis of phonographic writing systems. These levels are called graphematics and systematic orthography, respectively. In this text, we focus on the latter module. As a case study, we take into account the spelling potential of the German vowels [a] (lax) and [ɑ] (tense). For this purpose, we first discuss the graphematic properties of these two vowels which allows deriving their graphematic solution spaces that capture such spelling variants that are theoretically given in the writing system of German. Subsequently, we use the spelling potential of [a] and [ɑ] to investigate their distribution in the systematic orthography of German. In doing so, we formulate orthographic constraints that regulate the appearance of the spelling variants. These constraints are sensitive for different levels of the German vocabulary. Some of the constraints have already been found relevant for the spelling of other phonemes as well, while others are specific to the two sounds under consideration. This theoretical approach allows analyzing a much broader part of the vocabulary compared to other theories.
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Luelsdorff, Philip A. "The abstractness hypothesis and morphemic spelling." Interlanguage studies bulletin (Utrecht) 3, no. 1 (June 1987): 76–87. http://dx.doi.org/10.1177/026765838700300106.
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The acquisition of orthography in spelling and reading has seldom been the object of linguistic inquiry due to the common misperception that orthography has no place in grammar. Orthography should be accorded the status of a com ponent of grammar, however, since its units are linguistic signs and the con straints on errors in spelling and reading are similar to those in phonology, syntax, and semantics (Luelsdorff, 1986). Systemic deviation from phoneme-grapheme biuniqueness is the major source of error in the acquisition of a native or foreign alphabetic script. Such deviation is graphemically ambiguous if the relation between grapheme and phoneme is many-to-one and phonetically ambiguous if the relation between grapheme and phoneme is one-to-many. A special case of phonetic ambiguity is morphemic spelling. In this paper we study the acquisition of the uniform <ed> morphemic spell ing of the regular allomorphs of the English past tense morpheme, / Id/, /d/, and /t/, in a large sample of German school children in all the grades of the secondary system of education, the Hauptschule, the Realschule, and the Gymnasium. First, whereas we do find consistent improvement from school system to school system, we reject the view that pupils' performance necessarily improves from grade to grade. Secondly, we find fairly consistently better per formance on / Id/ than /d/ and on /d/ than /t/. This distribution we explain by the Abstractness Hypothesis according to which orthographic representa tions which are less abstract are acquired earlier than those which are more abstract, where abstractness is measured in terms of the number of rules relat ing the orthographic representations to the phonetic ones. Thirdly, the Abstractness Hypothesis also predicts the relative frequencies with which these allomorphs are misspelled and the actual major misspelling types of the regular allomorphs of the past tense morpheme themselves. The Abstractness Hypothesis on the acquisition of morphemic spelling invites testing in other areas of morphemic and partially morphemic spelling, such as derivationally related pairs, the possessive, the regular past participle, the third person singular, and the plural.
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Sudaryanto, Sudaryanto, and Hermanto Hermanto. "The Use of Indonesian/Malay Orthography in Tempo Doeloe Advertisement and Its Implication for Indonesian Learning." TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA 2, no. 1 (April 18, 2018): 58. http://dx.doi.org/10.31002/transformatika.v2i1.553.
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<p>In terms of the history of its compilation, the Indonesian language has applied two of the four existing spellings, the Spelling van Ophuijsen and Spelling Suwandi or Spelling Republican. The Spelling of van Ophuijsen was coined by Charles Adriaan van Ophuijsen, a Dutch scholar of Malay, who compiled the book <em>Kitab Logat Melajoe</em> (1901). After Independence in 1945, the next two years, the Spelling Suwandi or Republican Spelling, based on Surat Keputusan No. 264/Bhg.A, date 19 March 1947, signed by Menteri Pengajaran, Pendidikan, dan Kebudayaan Mr. Soewandi. This research uses a qualitative-descriptive method. The data analyzed in the form of advertising <em>tempo doeloe</em> from the website www.wajibbaca.com. These advertisings, once analyzed, use a lot of Spelling van Ophuijsen and Spelling Suwandi or Spelling Republican. The result of this research is Spelling van Ophuijsen marked font <em>oe</em>, <em>dj</em>, and diacritic marks. Meanwhile, the Spelling of Suwandi has marked the font <em>u</em> substitute <em>oe</em> and the repeated word with number <em>2</em>. Spelling in an advertisement can be used in lecture Indonesian (Bahasa Indonesia).</p>
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DEACON, S. H., D. LEBLANC, and C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English." Journal of Child Language 38, no. 4 (October 18, 2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.
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ABSTRACTIn many learning situations, we need to determine to which cues to attend, particularly in cases when these cues conflict. These conflicts appear often in English orthography. In two experiments, we asked children to spell two-syllable words that varied on two dimensions: morphological and orthographic structure. In one set of these words, the two sources of information conflicted. Results of Experiment 1 suggest that seven- to nine-year-old children are sensitive to both orthographic and morphological dimensions of words, and that this dual sensitivity sometimes leads to correct spelling and sometimes to incorrect spelling. Results of Experiment 2 suggest that orthographic information dominates young (six-year-old) children's spelling, at least in a case when there is a strong orthographic regularity. Taken together, these experiments suggest that children are sensitive to the multiple dimensions of regularity in English orthography and that this sensitivity can lead to mistakes.
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Hilte, Maartje, Mieke Bos, and Pieter Reitsma. "Effects of spelling pronunciations during spelling practice in Dutch." Written Language and Literacy 8, no. 2 (December 31, 2005): 61–77. http://dx.doi.org/10.1075/wll.8.2.06hil.
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Because it is often assumed that difficulties in spelling are of phonological origin, the aim of this study was to examine whether emphasis on the pronunciation of individual graphemes is beneficial for learning to spell words in poor spellers. In the first experiment Dutch children with a spelling deficit had to practice words in two types of exercises: (1) full production after memorizing the orthographic pattern, and (2) a special pronunciation, so-called spelling pronunciation, accompanied by full production after memorizing. Spelling pronunciation showed to have no additional effect on spelling. The orthographic information might have overruled the effect of spelling pronunciation. Therefore, in Experiment 2 orthographic information was excluded from the comparison between training with spelling pronunciation and training with normal pronunciation. Spelling pronunciation appeared to be more effective than normal pronunciation. However, spelling pronunciation was as effective as priming the orthography in memorization training, which may indicate that the common process of uncovering orthographic details is the main driving force for accelerated learning.
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Assink, Egbert M. H. "Assessing spelling strategies for the orthography of Dutch verbs." British Journal of Psychology 76, no. 3 (August 1985): 353–63. http://dx.doi.org/10.1111/j.2044-8295.1985.tb01958.x.
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Assink, Egbert M. "Algorithms in spelling instruction: The orthography of Dutch verbs." Journal of Educational Psychology 79, no. 3 (1987): 228–35. http://dx.doi.org/10.1037/0022-0663.79.3.228.
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JAFFE, ALEXANDRA. "the second annual Corsican spelling contest: orthography and ideology." American Ethnologist 23, no. 4 (November 1996): 816–35. http://dx.doi.org/10.1525/ae.1996.23.4.02a00080.
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Kim, Michael. "The Han’gŭl Crisis and Language Standardization: Clashing Orthographic Identities and the Politics of Cultural Construction." Journal of Korean Studies 22, no. 1 (March 1, 2017): 5–31. http://dx.doi.org/10.1215/21581665-4153412.
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Abstract The first attempt at spelling reform in South Korea took place in the early 1950s as the Korean War (1950–53) drew to a close. The subsequent Han’gŭl Crisis is often interpreted as an example of the authoritarianism of President Syngman Rhee (Yi Sŭngman), yet the event also represents a clash of generations between the supporters of the Unified Orthography of 1933 and the previous spelling standard. During the han’gŭl simplification debates, the legacies of Chu Sigyŏng (1876–1914) and Pak Sŭngbin (1880–1943) reemerged as their followers continued a contentious linguistic debate that stretched back into the colonial period. The event ended as a victory for the Unified Orthography of 1933, but several ambiguous questions remain for further investigation. Ultimately, behind the claims of “scientific rationalism” in the current han’gŭl spelling are the forgotten memories of linguistic activism and the difficulties in uniting divergent linguistic practices in post-Liberation Korean society.
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Marinelli, Chiara Valeria, Marika Iaia, Cristina Burani, and Paola Angelelli. "Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia." Quarterly Journal of Experimental Psychology 74, no. 6 (March 15, 2021): 1007–20. http://dx.doi.org/10.1177/1747021821998925.
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The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.
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Sebba, Mark. "Informal orthographies, informal ideologies spelling and code switching in British Creole." Cadernos de Linguagem e Sociedade 2, no. 1 (November 22, 2010): 85. http://dx.doi.org/10.26512/les.v2i1.2952.
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This paper is concemed with the written representation of British Creole (a local British variety of Jamaican Creole) which has no standard orthography. Original writing is published from time to time (and we can assume that much unpublished writing goes on as well) using modified Standard English orthographies made up by the original writers. The paper examines what writers actually do when they write Creole and links this to an implicit ideology of "subversion" of the Standard Orthography rather than subservience to it. Some proposals are made up for moving toward a norm for spelling British Creole.
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Booth, James R., Douglas D. Burman, Joel R. Meyer, Darren R. Gitelman, Todd B. Parrish, and M. Marsel Mesulam. "Development of Brain Mechanisms for Processing Orthographic and Phonologic Representations." Journal of Cognitive Neuroscience 16, no. 7 (September 2004): 1234–49. http://dx.doi.org/10.1162/0898929041920496.
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Developmental differences in the neurocognitive networks for lexical processing were examined in 15 adults and 15 children (9-to 12-year-olds) using functional magnetic resonance imaging (fMRI). The lexical tasks involved spelling and rhyming judgments in either the visual or auditory modality. These lexical tasks were compared with nonlinguistic control tasks involving judgments of line patterns or tone sequences. The first main finding was that adults showed greater activation than children during the cross-modal lexical tasks in a region proposed to be involved in mapping between orthographic and phonologic representations. The visual rhyming task, which required conversion from orthography to phonology, produced greater activation for adults in the angular gyrus. The auditory spelling task, which required the conversion from phonology to orthography, also produced greater activation for adults in the angular gyrus. The greater activation for adults suggests they may have a more elaborated posterior heteromodal system for mapping between representational systems. The second main finding was that adults showed greater activation than children during the intra-modal lexical tasks in the angular gyrus. The visual spelling and auditory rhyming did not require conversion between orthography and phonology for correct performance but the adults showed greater activation in a system implicated for this mapping. The greater activation for adults suggests that they have more interactive convergence between representational systems during lexical processing.
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Öney, Banu, and Aydin Yücesan Durgunoğlu. "Beginning to read in Turkish: A phonologically transparent orthography." Applied Psycholinguistics 18, no. 1 (January 1997): 1–15. http://dx.doi.org/10.1017/s014271640000984x.
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AbstractThe purpose of this study was to investigate early literacy acquisition in a phonologically transparent orthography with regular letter-sound correspondences. It was considered that Turkish, with its systematic phonological and orthographic structure, would make different demands on the beginning reader than the languages used in many of the previous studies of literacy acquisition. First grade children were assessed using tests of phonological awareness, letter recognition, word and pseudoword recognition, spelling, syntactic awareness, and listening comprehension at the beginning of the school year. The impact of these factors on the development of word recognition, spelling, and reading comprehension was examined. The results strongly suggest that a phonologically transparent orthography fosters the early development of word recognition skills, and that phonological awareness contributes to word recognition in the early stages of reading acquisition. Once the children's word recognition performance is high, listening comprehension ability distinguishes the different levels of reading comprehension among children. These patterns of results were interpreted as reflecting the phonological and orthographic characteristics of the Turkish language and orthography.
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Borgwaldt, Susanne R., Frauke M. Hellwig, and Annette M. B. de Groot. "Word-initial entropy in five languages." Written Language and Literacy 7, no. 2 (March 22, 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.
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Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to transparent orthographies, both in spelling-to-sound and sound-to-spelling directions. The analysis is based on metrics derived from information theory, and therefore independent of any specific theory of visual word recognition as well as of any specific theoretical approach of orthography.
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LEHTONEN, ANNUKKA, and PETER BRYANT. "Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography." Applied Psycholinguistics 26, no. 2 (April 2005): 137–55. http://dx.doi.org/10.1017/s0142716405050113.
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We investigated Finnish children's use of morphological knowledge in spelling. A spelling task and an oral morpheme manipulation task given to first-year children showed that, although morphological facilitation emerged in children's spelling by April of Year 1, this facilitation was not specifically connected to children's morphological knowledge despite a general relationship between spelling and morphological knowledge. Experiment 2, using pseudowords with endings analogous to case inflections, suggested that these caselike endings prompted morphological parsing during spelling. The results suggest that in the transparent Finnish orthography there is no specific connection between morphological knowledge and mastery of certain spelling patterns. Instead, the facilitation arises from the morpheme-based organization of the lexicon and the subsequent parsing of words into their constituent morphemes.
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Genee, Inge. "“It’s written niisto but it sounds like knee stew.”." Written Language and Literacy 23, no. 1 (October 19, 2020): 1–28. http://dx.doi.org/10.1075/wll.00031.gen.
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Abstract This paper argues for pragmatism rather than linguistic purity in orthography design for endangered Indigenous languages such as Blackfoot, emphasizing the need to see orthography standardization as a dynamic process rather than a static result. It explores the ongoing lack of community agreement about the best way to write the Blackfoot language and lack of widespread proficiency in the use of its standard orthography, and then describes ways in which this is mitigated in the Blackfoot Language Resources and Digital Dictionary project, a suite of web resources created to support language maintenance and revitalization work. The website uses a combination of relaxed searches, alternative spelling fields, and multimedia content to increase accessibility of the resources for users lacking proficiency in the standard orthography.
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Genee, Inge. "“It’s written niisto but it sounds like knee stew”." Written Language and Literacy 23, no. 1 (September 15, 2020): 1–28. http://dx.doi.org/10.1075/wll.00031gen.
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Abstract This paper argues for pragmatism rather than linguistic purity in orthography design for endangered Indigenous languages such as Blackfoot, emphasizing the need to see orthography standardization as a dynamic process rather than a static result. It explores the ongoing lack of community agreement about the best way to write the Blackfoot language and lack of widespread proficiency in the use of its standard orthography, and then describes ways in which this is mitigated in the Blackfoot Language Resources and Digital Dictionary project, a suite of web resources created to support language maintenance and revitalization work. The website uses a combination of relaxed searches, alternative spelling fields, and multimedia content to increase accessibility of the resources for users lacking proficiency in the standard orthography.
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Rajah-Carrim, Aaliya. "Choosing a spelling system for Mauritian Creole." Journal of Pidgin and Creole Languages 23, no. 2 (September 17, 2008): 193–226. http://dx.doi.org/10.1075/jpcl.23.2.02raj.
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Mauritian Creole (Kreol) is a French-lexified creole spoken on post-colonial and multilingual Mauritius. Although it is extensively used, it has not been officially standardised. The choice of a given orthography reflects language beliefs and is therefore ideologically loaded. More specifically, the way creoles are standardised can reflect the bias towards these languages which are seen as inferior to, and dependent on, their lexifiers. In the Mauritian case, this issue is especially significant because there are now efforts to devise an official standard for the language. In 2004, the Government set up a committee to develop a standard orthography for MC. This paper considers use of, and attitudes to, written Kreol. The material presented is based on interviews conducted in Mauritius and participant observation. Although interviewees do not make extensive use of Kreol in written interactions, they tend to support the promotion of literacy in the language. Responses highlight the tension between Kreol and the colonial languages — English and French — and also the role of Kreol as an index of national identity. Our findings confirm that the choice of an orthographic system reflects linguistic and social hierarchies. I conclude that this study has practical social implications for the standardisation of Kreol.
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Charalozova, Katya. "Кодификация на пунктуационните норми в правописните речници и ръководствата по правопис, издадени през двайсетте години на ХХ в. / The Codification of Punctuation Norms in Spelling Dictionaries and Spelling Guides Published in the 1920s." Journal of Bulgarian Language 67, no. 03 (November 30, 2020): 59–70. http://dx.doi.org/10.47810/bl.67.03.05.
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The article traces the codification of punctuation rules in spelling dictionaries and spelling guides from the beginning of the 20th century in a changed language situation where Standard Bulgarian already functioned as an official state language. The new situation necessitated the establishment of uniform orthography by codifying the spelling and punctuation norms based on the literary practice. The author studies the rules for the use of punctuation marks and analyzes the state of the codification at the beginning of the 20th century as compared with contemporary codification. The paper confirms the hypothesis about the continuity in the codification of the Standard Bulgarian language in a historical perspective. Keywords: punctuation marks; punctuation norms; codification; spelling dictionaries; spelling guides
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Abu Eid, Mohammed. "A Linguistic Study of Contemporary Efforts of Arabic Spelling (Orthography) System." Journal of Arts and Social Sciences [JASS] 6, no. 3 (December 1, 2015): 121. http://dx.doi.org/10.24200/jass.vol6iss3pp121-133.
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This study aims at investigating the contemporary efforts of Arabic writing system from a linguistic perspective. The study is distinguished from previous studies by treating the writing system as a linguistic one with its own linguistic features. Thus, the study has revealed the consonant feature of Arabic writing and its relation to derivation, inflection, and dialectal variation. Therefore, the researcher concludes that proposals of replacing Arabic alphabet by Latin alphabet or modification of Arabic orthography are non-linguistic which are related to contemporary issues like learning, the printing, translation and culture. These efforts should have examined Arabic writing as a representative of a linguistic system. Consequently, the researcher concludes that Arabic orthography system can preferably represent the linguistic system
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Bredikhina, S. V. "Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students." Prepodavatel XXI vek, no. 1, 2020 (2020): 142–53. http://dx.doi.org/10.31862/2073-9613-2020-1-142-153.
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The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.