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Academic literature on the topic 'Alphabetic orthography'
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Journal articles on the topic "Alphabetic orthography"
1
Vokic, Gabriela. "When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language." Second Language Research 27, no. 3 (2011): 391–417. http://dx.doi.org/10.1177/0267658310396627.
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This study analysed the extent to which literate native speakers of a language with a phonemic alphabetic orthography rely on their first language (L1) orthography during second language (L2) speech production of a language that has a morphophonemic alphabetic orthography. The production of the English flapping rule by 15 adult native speakers of Spanish (NSS) was analysed. Flap production should not be problematic for NSS learning English as L2, since the flap [ ] exists in the Spanish phonemic inventory and it has similar acoustic, articluatory, and distributional properties in English and Spanish. However, this study hypothesizes that access to the flap is blocked by NSS participants’ lack of phonological awareness in English, which is brought about by the participants’ reliance on the Spanish orthographic system, since the graphs used to represent the English flap intervocalically have either different surface realizations in Spanish (such as <t> and <d>) or have no equivalents in the Spanish orthographic system (such as <tt> and <dd>). It was found that NSS relied on the Spanish orthographic system at a statistically significant level, despite both languages having alphabetic orthographies and sharing the same visual code. Less reliance on L1 orthography was observed in frequent L2 lexical items, demonstrating that negative effects of L1 orthography are inversely correlated to familiarity with L2 lexical items and that frequent lexical items promote L2 phonological awareness.
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Hirshorn, Elizabeth A., Alaina Wrencher, Corrine Durisko, Michelle W. Moore, and Julie A. Fiez. "Fusiform Gyrus Laterality in Writing Systems with Different Mapping Principles: An Artificial Orthography Training Study." Journal of Cognitive Neuroscience 28, no. 6 (2016): 882–94. http://dx.doi.org/10.1162/jocn_a_00940.
Full textAbstract:
Writing systems vary in many ways, making it difficult to account for cross-linguistic neural differences. For example, orthographic processing of Chinese characters activates the mid-fusiform gyri (mFG) bilaterally, whereas the processing of English words predominantly activates the left mFG. Because Chinese and English vary in visual processing (holistic vs. analytical) and linguistic mapping principle (morphosyllabic vs. alphabetic), either factor could account for mFG laterality differences. We used artificial orthographies representing English to investigate the effect of mapping principle on mFG lateralization. The fMRI data were compared for two groups that acquired foundational proficiency: one for an alphabetic and one for an alphasyllabic artificial orthography. Greater bilateral mFG activation was observed in the alphasyllabic versus alphabetic group. The degree of bilaterality correlated with reading fluency for the learned orthography in the alphasyllabic but not alphabetic group. The results suggest that writing systems with a syllable-based mapping principle recruit bilateral mFG to support orthographic processing. Implications for individuals with left mFG dysfunction will be discussed.
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Pae, Hye K., Sungbong Bae, and Kwangoh Yi. "More than an alphabet." Written Language and Literacy 22, no. 2 (2019): 223–46. http://dx.doi.org/10.1075/wll.00027.pae.
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Abstract The Korean Hangul writing system conforms to the alphabetic principle to the extent that its graphs (i.e., its minimal orthographic components) represent phonemes, but it differs from the standard convention of alphabetic orthography by configuring its syllables as blocks. This paper describes the orthographic, phonological, and morphological characteristics of the Korean language and Hangul and reviews a selection of psycholinguistic studies that have investigated Hangul word recognition. In contrast to the results of studies employing Roman alphabetic orthographies, the reviewed evidence highlights at sublexical levels both the dominance of syllable-based processing and a propensity to process CVC syllables as body (CV) plus coda (C) units rather than as onset (C) plus rime (VC) units, which together indicate a script-specific decoding of Hangul words. Although the morphological characteristics of Korean have yet to be fully investigated, consistent with the fact that approximately 70 percent of the Korean lexicon consists of Sino-Korean vocabulary, studies have also observed morphological effects on Hangul word recognition. Based on the psycholinguistic evidence reviewed, this paper concludes by proposing to refer to Hangul as a morphosyllabic alphabet writing system, to the extent that the term appears to adequately capture the orthographic, phonological, and morphological characteristics of the script.
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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 (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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Caravolas, Markéta. "Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective." European Psychologist 9, no. 1 (2004): 3–14. http://dx.doi.org/10.1027/1016-9040.9.1.3.
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This paper reviews issues and early findings in the cross-linguistic study of alphabetic spelling development. The primary focus is on the effects that differences in orthographic consistency might have on the process of learning to spell across alphabetic writing systems. General characteristics of alphabetic writing systems are summarized, and various indicators of orthographic consistency are discussed for one consistent (Czech) and two inconsistent (English, French) orthographies. Then, against a model of spelling development in English, the results of several studies of spelling development in relatively more consistent orthographies are considered. Together, the current findings suggest that the core component skills underlying spelling development, namely, phonological awareness and letter knowledge, are similar across alphabetic languages. However, the degree of consistency of an orthography seems to play an important mediating role in determining the rate of learning to spell. The extent to which consistency interacts with the processes underlying spelling development cannot yet be determined, however current data suggest that the early learning process is fundamentally similar across alphabetic orthographies.
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Qu, Qingqing, and Markus F. Damian. "The role of orthography in second-language spoken word production: Evidence from Tibetan Chinese bilinguals." Quarterly Journal of Experimental Psychology 72, no. 11 (2019): 2597–604. http://dx.doi.org/10.1177/1747021819850382.
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Evidence suggests that spoken language production involves involuntary access to orthographic representations, both in languages with alphabetic and non-alphabetic scripts. An unexplored question is whether the role of orthography varies as a function of the language being native or non-native to the individual. Native (L1) and non-native (L2) languages differ in important aspects, that is, lexical representations in L2 might be less well established, but acquired at least partly via reading, and these unique features of non-native languages may contribute to a fundamental difference in how spelling and sound interact in production. We investigated an orthographic impact on spoken production with Tibetan Chinese bilinguals who named coloured line drawings of objects with Chinese adjective–noun phrases. Colour and object names were orthographically related or unrelated. Even though none of the participants were aware of the orthographic manipulation, orthographic overlap generated a facilitatory effect. In conjunction with earlier findings from native speakers on the identical task, we conclude that orthographic information is activated in spoken word production regardless of whether the response language is native or non-native.
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Sokolović-Perović, Mirjana, Bene Bassetti, and Susannah Dillon. "English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system." Bilingualism: Language and Cognition 23, no. 3 (2019): 591–601. http://dx.doi.org/10.1017/s136672891900035x.
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AbstractThere is growing evidence that the orthographic forms (spellings) of second language words affect second language (L2) speech production, but it is not known whether orthography affects L2 phonology in native users of a non-alphabetic writing system. To answer this question, this study tested the effects of number of letters on the duration of consonants and vowels in the EnglishL2 speech production of Japanese–English sequential bilinguals. JapaneseL1–EnglishL2 bilinguals and English native speakers (both n = 16) performed a delayed word repetition task, producing 16 English word pairs in which the same consonant or vowel was spelled either with a single letter or with double letters, as in city-kitty. The bilinguals produced the same English sound as longer or shorter depending on the number of letters in its spelling, confirming that L2 orthographic forms affect L2 speakers’ phonological representations of L2 words even when their L1 writing system is not alphabetical.
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Morikawa, Yasuo, and Ho Hoang Hoa. "Stroop Phenomena in the Vietnamese Language: The Case of Quocngu, Chunom and Chinese Characters." Perceptual and Motor Skills 71, no. 1 (1990): 249–58. http://dx.doi.org/10.2466/pms.1990.71.1.249.
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To investigate the effects of frequency of use of Chinese characters and Romanization (alphabets), experiments were conducted using Vietnamese Quocngu, which has an alphabetic orthography, and Chunom, which uses pseudo-Chinese characters. Required times for color-naming were highest for Quocngu, which has a high frequency of use, and lowest for Chunom, which has a low frequency of use, thereby supporting the response-competition hypothesis. In our investigation of the hypothesis, Chunom and Quocngu yielded typical support. We also compared results for Vietnamese, Japanese and Korean stimuli.
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Cheng, Hui-wen, and Catherine L. Caldwell-Harris. "Orthography Shapes Semantic and Phonological Activation in Reading." Annual Meeting of the Berkeley Linguistics Society 36, no. 1 (2010): 46. http://dx.doi.org/10.3765/bls.v36i1.3902.
Full textAbstract:
In lieu of an abstract, here is a brief excerpt:This study will investigate whether Chinese orthography differs from English orthography in terms of the relative activation of semantic versus phonological information. Do Chinese characters evoke greater activation of semantic information compared to phonological information? Do they trigger greater activation of semantic information than English orthography? Moreover, few studies have examined Chinese reading and alphabetic reading with the same experimental design. The present study fills these gaps in the literature by examining a previously unstudied phenomenon: semantic substitutions that occur during reading outloud tasks.
10
Geva, Esther, and Min Wang. "The development of basic reading skills in children: a cross-language perspective." Annual Review of Applied Linguistics 21 (January 2001): 182–204. http://dx.doi.org/10.1017/s0267190501000113.
Full textAbstract:
This chapter reviews recent empirical evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school age children, suggesting that universal and orthography- or language-specific processes should be considered in tandem. The review focuses on three different aspects of reading, phonological processing, rapid naming, and morphosyntactic complexity, targeted in recent research on development of word recognition skills. Studies on L1 school children and studies of children who learn to read concurrently in their L1 and/or in a second language (L2) are examined within the context of variations in orthographic transparency. When children learn to read, characteristics of the spoken language interact with characteristics of the orthography. The chapter concludes that (a) individual differences in phonological processing skills, verbal memory, and rapid naming predict the development of reading in L1 and L2 children in various alphabetic and nonalphabetic languages; and (b) individual differences on such prerequisite skills can indicate smooth or problematic acquisition of L2 reading skills in children, regardless of oral language proficiency. However, task demands associated with learning to read in different orthographies vary and yield steeper or more moderate learning slopes. Regardless of the language and orthography combinations under study, children can develop reading strategies that help them read.