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Journal articles on the topic 'Alphabetic orthography'
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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.
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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.
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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.
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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.
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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.
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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 (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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Zuidema, Johan, and Anneke Neijt. "The BasisSpellingBank." Written Language and Literacy 20, no. 1 (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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CHEN, LIN, CHARLES A. PERFETTI, and YING LENG. "Reading Pinyin activates character orthography for highly experienced learners of Chinese." Bilingualism: Language and Cognition 22, no. 1 (2017): 103–11. http://dx.doi.org/10.1017/s136672891700058x.
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Does reading Pinyin, a Roman alphabet transcription of Chinese, cause the implicit activation of the corresponding Chinese character? To address this question, we carried out two experiments with adult Chinese learners, measuring interference in character reading in a modified Stroop task. Participants first made a meaning judgment on a Pinyin word, and then judged the printed color of a character that was either visually related or unrelated to the character that corresponded to the Pinyin word. A character orthographic interference effect was observed for advanced Chinese learners but not intermediate Chinese learners. The proficiency-dependent emergence of this interference effect suggests its dependence on Chinese character reading experience. For models of Chinese reading, the results demonstrate the role of the character as a gateway to meaning that, through reading experience, comes to be routinely involved in reading for meaning, whether the input is a character or an alphabetic spelling.
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LAFRANCE, ADÈLE, and ALEXANDRA GOTTARDO. "A longitudinal study of phonological processing skills and reading in bilingual children." Applied Psycholinguistics 26, no. 4 (2005): 559–78. http://dx.doi.org/10.1017/s0142716405050307.
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French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.
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Sebba, Mark. "Iconisation, attribution and branding in orthography." Written Language and Literacy 18, no. 2 (2015): 208–27. http://dx.doi.org/10.1075/wll.18.2.02seb.
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This paper discusses three processes relating to the social meaning of scripts and orthographies, all of which are potentially mediated by the role of script-as-image. One of these processes, iconisation, was introduced to the field by Irvine and Gal (2000) and is widely known. Attribution is a process which precedes iconisation, whereby a group of people associate a linguistic feature or language-related practice with a group of people who (supposedly) use that feature or engage in that practice. Orthographic branding involves a specific visual/graphical element of written language such as an alphabetic character. Through ‘branding,’ this element becomes an emblem of a group of people who use the element in question in their writing practices. Branding may involve iconisation, but the processes are distinct. This paper describes and distinguishes the three processes and provides examples from different languages and user communities.
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Grainger, Jonathan, and Thomas Hannagan. "What is special about orthographic processing?" Written Language and Literacy 17, no. 2 (2014): 225–52. http://dx.doi.org/10.1075/wll.17.2.03gra.
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Starting from a generic architecture for reading words in alphabetic scripts, we examine the special status of letters as the building block of single word reading. After briefly describing the overall architecture that defines the interaction between orthographic and phonological processes during silent reading for meaning, we then focus on orthographic processing. We describe the nature of orthographic representations as hypothesized in our approach and we discuss how such representations might be learned during reading acquisition. We present the hypothesis that such learning involves the adaptation of basic object identification mechanisms to the specific constraints of reading, and we provide examples of this adaptation. In the light of this, we then compare the function of letters as constituents of written words relative to the role of object parts in other kinds of familiar visual stimuli (e.g. faces, numbers). We explain why we think letters must have a special status and we provide some preliminary empirical evidence in favor of this special status for letters as parts of words. Keywords: reading; orthography; visual word recognition; orthographic learning; letter strings; object identification
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Beveridge, Madeleine E. L., and Thomas H. Bak. "Beyond one-way streets: The interaction of phonology, morphology, and culture with orthography." Behavioral and Brain Sciences 35, no. 5 (2012): 280–81. http://dx.doi.org/10.1017/s0140525x12000143.
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AbstractFrost's claim that universal models of reading require linguistically diverse data is relevant and justified. We support it with evidence demonstrating the extent of the bias towards some Indo-European languages and alphabetic scripts in scientific literature. However, some of his examples are incorrect, and he neglects the complex interaction of writing system and language structure with history and cultural environment.
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Han, Jeong-Im, and Joo-Yeon Kim. "The Influence of Orthography on the Production of Alphabetic, Second-Language Allophones by Speakers of a Non-alphabetic Language." Journal of Psycholinguistic Research 46, no. 4 (2017): 963–82. http://dx.doi.org/10.1007/s10936-016-9474-7.
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Ahlberg, Aija Katriina, Kenneth Eklund, Suzanne C. S. A. Otieno, and Lea Nieminen. "From abugida to alphabet in Konso, Ethiopia." Written Language and Literacy 22, no. 1 (2019): 1–32. http://dx.doi.org/10.1075/wll.00018.ahl.
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Abstract This study examines the interplay between phonological awareness and orthography in Konso, a Cushitic language in Southwest Ethiopia. Thirty-two adults reading the Konso abugida but with minimal exposure to alphabetic literacy completed an orally administered phoneme deletion task. The responses were then examined using the minimal edit distance hypothesis (Wali, Sproat, Padakannaya & Bhuvaneshwari, 2009) as a framework for the analysis. The results suggest that the difficulty of a deletion was related to the way the phoneme was represented in the Konso abugida. Content-based error analysis of the incorrect responses gave indications of how Konso abugida readers’ processing of sounds is linked to Konso abugida sound-symbol relationships. The Konso language community is undergoing a change in their writing system from abugida to alphabetic writing. As abugida symbols primarily denote consonant-vowel sequences, the change requires learning new sound-symbol mappings. By examining Konso abugida readers’ phonemic awareness the study contributes to developing transfer literacy teaching methods from abugida to alphabetic writing in Konso and elsewhere.
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Shankweiler, Donald, and Carol A. Fowler. "Relations Between Reading and Speech Manifest Universal Phonological Principle." Annual Review of Linguistics 5, no. 1 (2019): 109–29. http://dx.doi.org/10.1146/annurev-linguistics-011718-012419.
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All writing systems represent speech, providing a means for recording each word of a message. This is achieved by symbolizing the phonological forms of spoken words as well as information conveying grammar and meaning. Alphabetic systems represent the segmental phonology by providing symbols for individual consonants and vowels; some also convey morphological units. Other systems represent syllables (typically CVs) or morphosyllables. In all cases, learning to read requires a learner to discover the forms of language that writing encodes, drawing on metalinguistic abilities that are not needed for the acquisition of speech. Therefore, learning to read is harder and rarer than acquiring speech. Research reveals that skilled readers of every studied orthography access phonological language forms automatically and early in word reading. Although reading processes differ according to the cognitive demands of specific orthographic forms, the differences are subservient to the universal phonologic principle that all readers access phonological language forms.
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Guan, Connie Qun, Ying Liu, Derek Ho Leung Chan, Feifei Ye, and Charles A. Perfetti. "Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese." Journal of Educational Psychology 103, no. 3 (2011): 509–22. http://dx.doi.org/10.1037/a0023730.
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Luelsdorff, Philip A. "The abstractness hypothesis and morphemic spelling." Interlanguage studies bulletin (Utrecht) 3, no. 1 (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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Ohala, John J., Bruce L. Derwing, Terrance M. Nearey, and Maureen L. Dow. "On the phoneme as the unit of the ‘second articulation’." Phonology Yearbook 3 (May 1986): 45–69. http://dx.doi.org/10.1017/s0952675700000579.
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ABSTRACTThis paper reviews the recent experimental evidence bearing on the issue of the psychological reality of the phoneme, particularly its general CLASS character, the relative NON-DISCRIMINABILITY of its positional variants (allophones), and its status as a discrete SEGMENT. Evidence bearing on a few selected problems of English phonemics is also discussed. All of the experiments cited, however, seem to have been to some extent contaminated by orthographic effects; moreover, a host of other studies go so far as to suggest that knowledge of spelling may not only impinge critically on phonological judgements, but that the very ability to segment speech may be a by-product of learning an alphabetic orthography. But as the experiments to date have been largely restricted to overt judgements about a rather limited range of words, the possibility still remains open that a phonemic segmentation of speech may well occur at an unconscious, perceptual level even in the pre-literate period.
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Saletta, Meredith. "Reading Disabilities in Adolescents and Adults." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 787–97. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0005.
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Purpose Reading skills continue to develop into adolescence and adulthood. Difficulties in reading have lifelong repercussions. Many speech-language pathologists who work with older individuals in the school setting face significant issues, including those mandated by recent changes in legislation. Theoretical topics related to reading development and disorders include the variety of orthographic systems across languages and the ways in which adults who are literate in an alphabetic orthographic system experience changes to their spoken and written language processing. In addition, older readers with intellectual or developmental disabilities may benefit from the use of leveled books and the inclusion of illustrations or drawings along with text. Method I completed a focused literature review regarding typical reading skills, dyslexia in adolescence and adulthood, recent changes in legislation, orthography, and the use of leveled books for adolescents and adults with intellectual or developmental disabilities. Conclusions Further study of reading in older individuals may lead to important theoretical and clinical applications. Speech-language pathologists should keep in mind the various components of reading (such as decoding and comprehension), how these factors relate to oral language, and how they may be addressed in therapy.
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Zhang, Haomin. "L1 Orthography in L2 Chinese Morphological Awareness: An Investigation of Alphabetic and Abugida Readers." Journal of Psycholinguistic Research 48, no. 1 (2018): 117–27. http://dx.doi.org/10.1007/s10936-018-9593-4.
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燕, 黄灵. "马来学生对汉字的认知方式和认字教学的实践方法". Chinese as a Second Language Research 5, № 1 (2016): 107–34. http://dx.doi.org/10.1515/caslar-2016-0005.
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AbstractThis study mainly investigated cognitive methods adopted by Malay learners who were taking Chinese proficiency courses at the University of Putra Malaysia. The respondents were learners who came from an alphabetic writing background. The findings of this study revealed that three cognitive methods were adopted by these respondents to recognize and retrieve the meanings of Chinese characters. The first method was to use phonetic symbols to write down the pronunciations of Chinese characters in order to comprehend the meanings of the characters. The respondents needed to pass through the intermediary stage of the inner language to activate the meanings of the characters. This response is a normal psychological reaction from the Chinese language learners who come from an alphabetic writing background.For the second method, the respondents used the vocabulary of their mother tongue to translate the meanings of Chinese characters. The findings showed that they depended on their mother tongue when comprehending the meanings of Chinese characters. Some respondents needed to search for the equivalent vocabulary in their mother tongue to translate the meanings of Chinese characters before they could retrieve the accurate meanings of the characters. This reaction shows that the method of acquisition of the mother tongue can affect the cognition ability of learners when comprehending the meanings of Chinese characters and during the reading process of Chinese texts.The third method concerned some respondents who could master Chinese characters and obtain a high level of Chinese proficiency. They were able to retrieve the meanings of Chinese characters directly from Chinese orthography without depending on the stimulus of the inner language or translation of the mother tongue to decode the meanings of the characters. The results of the Chinese comprehension test revealed that the respondents who obtained a high level of Chinese proficiency were not hindered by the difficulties in recognizing and comprehending the meanings of the Chinese characters. Their scores in the comprehension test were the highest.The feedback from the questionnaire used showed that some respondents did not necessarily have to rely on the stimulus of the inner language as the intermediary stage to activate the meanings of Chinese characters. Most of the respondents preferred to use the vocabulary of their mother tongue to help them to retrieve the meanings of the characters. Regarding the stimulus of the inner language or the translation of the mother tongue for decoding, both these methods showed that there was interference from the mother tongue’s orthography of the respondents. However, the results of the comprehension test revealed that when the respondents were familiar with Chinese characters, they could abandon both the methods mentioned when retrieving the meanings of the characters.Finally, this study suggests some instructional practices for recognizing Chinese characters to assist Chinese language learners from the alphabetic writing background to better recognize the characteristics of Chinese orthography. These practices emphasize learning activities for standard Chinese language orthography. Emphasis also is given to the knowledge relating to the features and characteristics of Chinese characters from an ideogram language. Further stress is on the effective methods to retrieve the meanings directly from Chinese characters.
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ZORMAN, Marina. "The Spread of ‘Heavenly Writing’." Acta Linguistica Asiatica 4, no. 1 (2014): 103–12. http://dx.doi.org/10.4312/ala.4.1.103-112.
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Cuneiform is the name of various writing systems in use throughout the Middle East from the end of the fourth millennium BCE until the late first century CE. The wedge-shaped writing was used to write ten to fifteen languages from various language families: Sumerian, Elamite, Eblaite, Old Assyrian, Old Babylonian and other Akkadian dialects, Proto-Hattic, Hittite, Luwian, Palaic, Hurrian, Urartian, Ugaritic, Old Persian etc. Over the centuries it evolved from a pictographic to a syllabographic writing system and eventually became an alphabetic script, but most languages used a 'mixed orthography' which combined ideographic and phonetic elements, and required a rebus principle of reading.
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Yin, Wengang, Shengxi He, and Brendan Stuart Weekes. "Acquired Dyslexia and Dysgraphia in Chinese." Behavioural Neurology 16, no. 2-3 (2005): 159–67. http://dx.doi.org/10.1155/2005/323205.
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Understanding how the mappings between orthography and phonology in alphabetic languages are learned, represented and processed has been enhanced by the cognitive neuropsychological investigation of patients with acquired reading and writing disorders. During the past decade, this methodology has been extended to understanding reading and writing in Chinese leading to new insights about language processing, dyslexia and dysgraphia. The aim of this paper is to review reports of patients who have acquired dyslexia and acquired dysgraphia in Chinese and describe the functional architecture of the reading and writing system. Our conclusion is that the unique features of Chinese script will determine the symptoms of acquired dyslexia and dysgraphia in Chinese.
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Vulchanova, Mila, and Ammara Farukh. "Can phonological awareness predict concurrent reading outcomes in a deep orthography?" Vigo International Journal of Applied Linguistics, no. 15 (February 22, 2019): 145–66. http://dx.doi.org/10.35869/vial.v0i15.90.
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Phonological awareness can predict reading skills in typical readers (Bradly & Bryant, 1983; Stahl & Murray, 1994) and can distinguish between typical reading and reading deficit in alphabetic languages (Snowling, 1981; Stanovich & Siegel, 1994; Bryant et al., 1990). Yet the nature of phonological awareness and the causal link between phonological awareness and reading skill are subject to debate (Harm & Seidenberg, 1999; Castles & Coltheart, 2004; Blomert & Willems, 2010). Phonological awareness is often defined as sensitivity to the phonological structure of language and the ability to segment, isolate and manipulate the sounds of a specific language. We report the results of a study whose aim was to determine the sensitivity of phonological awareness tests in distinguishing between typical readers and deficit readers in Urdu. Urdu has a deep orthography, which however, presents readers with challenges different from the type offered by a language, such as English (Farukh & Vulchanova, 2014). The tasks included in the battery were typical phonological awareness tasks, such as phoneme manipulation, rhyme oddity, rhyming, and syllabification. Our results show that none of the phonological awareness tasks successfully predict concurrent poor reading skills. Most notably, one task, syllabification, predicts reading accuracy in the Control group only, but not in the Reading Deficit group. We discuss these results in light of the grain-size hypothesis and the orthographic depth hypothesis of reading, and from the point of view of stages in literacy acquisition.
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Sproat, Richard. "Brahmi-derived scripts, script layout, and segmental awareness." Written Language and Literacy 9, no. 1 (2006): 45–66. http://dx.doi.org/10.1075/wll.9.1.05spr.
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In earlier work (Sproat 2000), I characterized the layout of symbols in a script in terms of a calculus involving two dimensional catenation operators: I claimed that leftwards, rightwards, upwards, downwards and surrounding catenation are sufficient to describe the layout of any script. In the first half of this paper I analyze four Indic alphasyllabaries — Devanagari, Oriya, Kannada and Tamil — in terms of this model. A crucial claim is that despite the complexities of layout in alphasyllabic scripts, they are essentially no different in nature than alphabetic scripts, such as Latin. The second part of the paper explores implications of this view for theories of phonology and human processing of orthography. Apparently problematic is evidence that “phonemic awareness” — the ability for literate speakers to manipulate sounds consciously at the phoneme level — is much stronger with alphabetic scripts, than with alphasyllabaries. But phonemic awareness is not categorically absent for readers of Indic scripts; in general, how aware a reader is of a particular phoneme is related to how that phoneme is rendered in the script. Relevant factors appear to include whether the symbol is written inline, whether it is a diacritic, and whether it is ligatured with another symbol.
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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 (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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Chen, Yiping, Shimin Fu, Susan D. Iversen, Steve M. Smith, and Paul M. Matthews. "Testing for Dual Brain Processing Routes in Reading: A Direct Contrast of Chinese Character and Pinyin Reading Using fMRI." Journal of Cognitive Neuroscience 14, no. 7 (2002): 1088–98. http://dx.doi.org/10.1162/089892902320474535.
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Chinese offers a unique tool for testing the effects of word form on language processing during reading. The processes of letter-mediated grapheme-to-phoneme translation and phonemic assembly (assembled phonology) critical for reading and spelling in any alphabetic orthography are largely absent when reading nonalphabetic Chinese characters. In contrast, script-to-sound translation based on the script as a whole (addressed phonology) is absent when reading the Chinese alphabetic sound symbols known as pinyin, for which the script-to-sound translation is based exclusively on assembled phonology. The present study aims to contrast patterns of brain activity associated with the different cognitive mechanisms needed for reading the two scripts. fMRI was used with a block design involving a phonological and lexical task in which subjects were asked to decide whether visually presented, paired Chinese characters or pinyin “sounded like” a word. Results demonstrate that reading Chinese characters and pinyin activate a common brain network including the inferior frontal, middle, and inferior temporal gyri, the inferior and superior parietal lobules, and the extrastriate areas. However, some regions show relatively greater activation for either pinyin or Chinese reading. Reading pinyin led to a greater activation in the inferior parietal cortex bilaterally, the precuneus, and the anterior middle temporal gyrus. In contrast, activation in the left fusiform gyrus, the bilateral cuneus, the posterior middle temporal, the right inferior frontal gyrus, and the bilateral superior frontal gyrus were greater for nonalphabetic Chinese reading. We conclude that both alphabetic and nonalphabetic scripts activate a common brain network for reading. Overall, there are no differences in terms of hemispheric specialization between alphabetic and nonalphabetic scripts. However, differences in language surface form appear to determine relative activation in other regions. Some of these regions (e.g., the inferior parietal cortex for pinyin and fusiform gyrus for Chinese characters) are candidate regions for specialized processes associated with reading via predominantly assembled (pinyin) or addressed (Chinese character) procedures.
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Ferlus, Michel. "PHONETIQUE ET ECRITURE DU TAI DE QUI CHÂU (VIETNAM)." Cahiers de Linguistique Asie Orientale 22, no. 1 (1993): 87–106. http://dx.doi.org/10.1163/19606028-90000364.
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The Tai language of Qui Châu (northern Nghê An, Vietnam) was until recently one of the least known languages of the Daic phylum. It has an alphabetic orthography which is written vertically in columns from right to left, like traditional Chinese books. The present article, based on materials left by Henri Maspero, gives an overwiew of this writting system, which is ultimately derived from systems used in Siam in the XIVth Century. The Tai language of Qui Châu has a stratum of vocabulary closely related to the Yay branch of southern China. Our hypothesis is that these Tai people represent a Yay group who were forced out of southern China, settled in the Qui Châu area, and were later submerged by the migration of other Tai groups from northern Laos.
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Wu, Yujia, Jingwen Ma, Lei Cai, et al. "Brain Activity during Visual and Auditory Word Rhyming Tasks in Cantonese–Mandarin–English Trilinguals." Brain Sciences 10, no. 12 (2020): 936. http://dx.doi.org/10.3390/brainsci10120936.
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It is unclear whether the brain activity during phonological processing of second languages (L2) is similar to that of the first language (L1) in trilingual individuals, especially when the L1 is logographic, and the L2s are logographic and alphabetic, respectively. To explore this issue, this study examined brain activity during visual and auditory word rhyming tasks in Cantonese–Mandarin–English trilinguals. Thirty Chinese college students whose L1 was Cantonese and L2s were Mandarin and English were recruited. Functional magnetic resonance imaging (fMRI) was conducted while subjects performed visual and auditory word rhyming tasks in three languages (Cantonese, Mandarin, and English). The results revealed that in Cantonese–Mandarin–English trilinguals, whose L1 is logographic and the orthography of their L2 is the same as L1—i.e., Mandarin and Cantonese, which share the same set of Chinese characters—the brain regions for the phonological processing of L2 are different from those of L1; when the orthography of L2 is quite different from L1, i.e., English and Cantonese who belong to different writing systems, the brain regions for the phonological processing of L2 are similar to those of L1. A significant interaction effect was observed between language and modality in bilateral lingual gyri. Regions of interest (ROI) analysis at lingual gyri revealed greater activation of this region when using English than Cantonese and Mandarin in visual tasks.
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Shwartz, Mila, Mark Leikin, and David L. Share. "Bi-literate bilingualism versus mono-literate bilingualism." Written Language and Literacy 8, no. 2 (2005): 103–30. http://dx.doi.org/10.1075/wll.8.2.08shw.
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The present study compared the early Hebrew (L2) literacy development of three groups; two groups of bilinguals — bi-literate and mono-literate Russian-Hebrew speakers, and a third group of monolingual Hebrew-speakers. We predicted that bi-literacy rather than bilingualism is the key variable as regards L2 literacy learning. In a longitudinal design, a variety of linguistic, meta-linguistic and cognitive tasks were administered at the commencement of first grade, with Hebrew reading and spelling assessed at the end of the year. Results demonstrated that bi-literate bilinguals were far in advance of both mono-literate (Russian-Hebrew) bilinguals and mono-lingual Hebrew-speakers on all reading fluency measures at the end of Grade 1. Bi-literate bilinguals also showed a clear advantage over mono-literate bilingual and mono-lingual peers on all phonological awareness tasks. The mono-literate bilinguals also demonstrated some modest gains over their monolingual peers in Grade 1 reading accuracy. All three groups performed similarly on L2 linguistic tasks. These findings confirm Bialystok’s (2002) assertion that bilingualism per se may not be the most influential factor in L2 reading acquisition. Early (L1) literacy acquisition, however, can greatly enhance L2 literacy development. The present findings also suggest that the actual mechanism of cross-linguistic transfer is the insight gained into the alphabetic principle common to all alphabetic writing systems and not merely the knowledge of a specific letter-sound code such as the Roman orthography.
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Saetzianovna Khakimzianova, Alsu, Asiya Mirgasimovna Ilyasova, and Bulat Ildarovich Fakhrutdinov. "CONTENT AND ORGANIZATION OF TEACHING ORTHOGRAPHY AS ONE OF THE COMPONENTS OF WRITTEN SPEECH (ON THE EXAMPLE OF ENGLISH)." Humanities & Social Sciences Reviews 7, no. 6 (2019): 242–46. http://dx.doi.org/10.18510/hssr.2019.7644.
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Purpose of the study: This article proposes a system for teaching English spelling as one of the aspects of mastering a word, i.e. mastering the acoustic, semantic, functional, and graphic-orthographic sides of a word. The task of the given research is considering the operational content of the process of re-encrypting audio signals into alphabetic, i.e. act of writing itself, as one of the components of writing.
Methodology: The analysis of the process of replacing acoustic signals with letters in the act of writing in order to identify its structure is based on scientific ideas about the patterns of functioning of the speech mechanism, of which the act of writing itself is a part. The content of learning activities in mastering English spelling includes sets of actions for both teachers and students. The approximate stage in the activity of mastering English spelling begins with the presentation of a visual image of previously orally worked out words.
Results: After identifying signs of learning difficulties in a graphic orthographic form of the words being acquired, a kind of problem situation is created, i.e. there is a need to choose actions that would most effectively overcome difficulties. The teacher helps and guides this choice. Teaching orientation in educational material, training individual actions and inclusion of acquired words in written speech activity are recognized as the main stages in such training. The authors actualize the need for specially organized didactic processes - learning steps that together form a learning activity, which is a way to form the mechanisms on which the act of writing is based.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Content and Organization of Teaching Orthography as one of the Components of Written Speech is presented in a comprehensive and complete manner.
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Malessa, Eva. "Learning to read for the first time as adult immigrants in Finland." Apples - Journal of Applied Language Studies 12, no. 1 (2018): 25–54. http://dx.doi.org/10.17011/apples/urn.201804051932.
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Against the backdrop of increasing global humanitarian migration to highly literate countries and the resulting necessity and challenge to provide language and literacy education to non-literate or low-literate adult second language (L2) learners, this article calls for more research on a new population of late literacy learners, particularly in Finland. The article begins by outlining the pressing necessity for research on this special group of L2 learners who has traditionally been ignored by Second Language Acquisition (SLA) research. It will then go on to illuminate essential components of developing reading literacy, drawing on relevant previous research on pre-literates. Further, the role of orthography, in particular the shallow transparency of the Finnish language, are critically examined with regard to alphabetic literacy. As adult non-literacy is a relatively new phenomenon in the highly literate society of Finland, there is a scarcity of research on how non-literate adults acquire Finnish. Growing academic interest and emerging Literacy Education and Second Language Learning for Adults with little or no schooling (LESLLA) research in Finland, with focus on reading literacy skills, is presented and discussed. The article highlights the possibilities of technology to enhance the individual literacy process for LESLLA learners and presents the Digital Literacy Instructor (DigLin) as one technology-enhanced practice environment for the very first steps in learning to decode the alphabetic code. Finally, conclusions on LESLLA learners’ late literacy acquisition and a future research perspective are drawn, emphasizing the potential of computer-assisted language learning (CALL).
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Usha, Mysore Nanda Kumar, Malavika Anakkathil Anil, Shwetha Prabhu, Jayashree S. Bhat, and Somashekara Haralakatta Shivananjappa. "Kannada akshara knowledge in primary school children: measurement of accuracy and reaction time using a cross-sectional study design." F1000Research 9 (August 12, 2020): 978. http://dx.doi.org/10.12688/f1000research.23653.1.
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Background: Reading acquisition varies between languages, as languages differ in terms of phonology and orthography. Orthographic knowledge is demonstrated to be crucial in literacy acquisition in most orthographies. The literature on acquisition of orthographic knowledge has focused more on alphabetic orthographies and less is understood in alphasyllabary Kannada language. The present study aimed to understand the akshara knowledge acquisition by measuring akshara identification accuracy and reaction time in typically developing Kannada medium primary school children. Methods: The study consisted of 315 typically developing children, 45 each from Grade I through Grade VII between the age range of 5 years 6 months to 12 years 6 months. The children were assessed for akshara identification accuracy and reaction time using a representative sample of 67 akshara selected at four different levels of complexity: vowels in primary form, consonant with inherent vowels, consonant with vowel diacritics, and consonant clusters. The mean performance was compared between the groups using one-way ANOVA with post-hoc Bonferroni test. Results: One-way ANOVA revealed significant main effect (p≤0.05) of Grade on akshara identification accuracy and reaction time. The post-hoc Bonferroni test revealed that the mean akshara identification accuracy improved significantly (p≤0.05) from Grade I to Grade V and reached a plateau at Grade VI. The reaction time significantly reduced from Grade I to Grade IV and there was no significant change beyond Grade V. Conclusion: The children learning to read alphasyllabary Kannada gain mastery over the majority of aksharas during the initial years of formal schooling, which develops completely by Grade VI. The automaticity in naming akshara develops gradually and reaches a plateau by Grade IV. The present findings indicate that children acquire automaticity in naming akshara early, while the akshara knowledge continues to develop.
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Schotter, Elizabeth R., Chuchu Li, and Tamar H. Gollan. "What reading aloud reveals about speaking: Regressive saccades implicate a failure to monitor, not inattention, in the prevalence of intrusion errors on function words." Quarterly Journal of Experimental Psychology 72, no. 8 (2019): 2032–45. http://dx.doi.org/10.1177/1747021818819480.
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Bilinguals occasionally produce language intrusion errors (inadvertent translations of the intended word), especially when attempting to produce function word targets, and often when reading aloud mixed-language paragraphs. We investigate whether these errors are due to a failure of attention during speech planning, or failure of monitoring speech output by classifying errors based on whether and when they were corrected, and investigating eye movement behaviour surrounding them. Prior research on this topic has primarily tested alphabetic languages (e.g., Spanish–English bilinguals) in which part of speech is confounded with word length, which is related to word skipping (i.e., decreased attention). Therefore, we tested 29 Chinese–English bilinguals whose languages differ in orthography, visually cueing language membership, and for whom part of speech (in Chinese) is less confounded with word length. Despite the strong orthographic cue, Chinese–English bilinguals produced intrusion errors with similar effects as previously reported (e.g., especially with function word targets written in the dominant language). Gaze durations did differ by whether errors were made and corrected or not, but these patterns were similar for function and content words and therefore cannot explain part of speech effects. However, bilinguals regressed to words produced as errors more often than to correctly produced words, but regressions facilitated correction of errors only for content, not for function words. These data suggest that the vulnerability of function words to language intrusion errors primarily reflects automatic retrieval and failures of speech monitoring mechanisms from stopping function versus content word errors after they are planned for production.
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López-Escribano, Carmen, and Jesús A. Beltrán. "Early Predictors of Reading in Three Groups of Native Spanish Speakers: Spaniards, Gypsies, and Latin Americans." Spanish journal of psychology 12, no. 1 (2009): 84–95. http://dx.doi.org/10.1017/s1138741600001505.
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The main purpose of the study reported here was to examine the early linguistic predictors of reading (e.g., Knowledge About Print, Listening Comprehension, Receptive Vocabulary, Rapid Naming of Objects and Letters, and Phonological Awareness), for a sample of 77 Spaniards, 48 Latinos, and 30 Gypsies kindergartens (mean age = 5 years 9 months) living in Spain. The relative contribution of ethnic background, neighbourhood socioeconomic status (SES), age, and gender was assessed. Findings revealed that ethnic background, neighborhood SES, and age differentially predicted children's pre-literacy skills. The implications of these results for understanding the role played by these demographic and socio-cultural variables in alphabetic literacy acquisition are discussed. The second purpose of this study was to add to the growing literature on the nature of reading challenges in children who are learning to read a transparent orthography-Spanish. Cross-linguistic research between different subtypes of readers will add to understand the impact of language characteristics in reading acquisition. Finally, the present study suggested that early assessment of pre-literacy skills can be a highly effective way to determine the instructional needs of students who are at risk for reading failure before formal reading instruction begins.
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MOVCHUN, Larysa. "GRAPHICAL PARAMETER OF UKRAINIAN RHYME." Culture of the Word, no. 92 (2020): 155–65. http://dx.doi.org/10.37919/0201-419x-2020.92.13.
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This study deals with the classification of Ukrainian rhymes based on visual and phonic signs. Ukrainian orthography is based on the phonemic principle, taking into account morphological, traditional and differential. It is well adapted to reproduce the consonance of words in a letter, so predominantly the reader does not experience the feeling of splitting the image of the rhyme. Despite the clarity of the concepts ‘visual’ and ‘phonic’, the terms ‘visual rhyme’ and ‘phonic rhyme’ defined in the scientific literature differently. Our purpose was to study the means of visual representation of rhyming words and analyze the degree of coincidence of the visual images of the rhyme components. Mainly the aesthetic intention is an impulse of employing graphic techniques that estrange visual images of components from each other or bind them on the basis of orthographic deviation. The authors of modern poetry actively apply foreign letter inclusions, rows of dots, figures and other non-alphabetic signs. Analysed material gave grounds for the rhymes distribution to phonic, formally phonic, phonic-and-visual, visual-and-phonic, formally visual. In phonic rhymes, the relative parts of the rhyming words are not identical in the letter. Formally phonic group includes rhymes with non-literal or foreign-literal components. Phonic-and-visual rhymes takes into account the cases of traditional notation of some letters. The vowels of these rhymes are identical. Visual-and-phonic rhymes expect complete correspondence between the vowels and the letters of the correlative parts of the rhyming words. Formally visual rhymes cover cases of visual identity of correlated parts of the rhyming words and dissimilarity of vowels. A refined rhyme classification will help to originate a modernized general systematics of Ukrainian rhymes.
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Li, Xiu Jun, Jing Jing Yang, Qi Yong Guo, and Jing Long Wu. "Experimental Study of Information Processing Application in Second Language to Computer Interface of Brain." Advanced Materials Research 1022 (August 2014): 296–99. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.296.
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The computer how to identify the language? How the brain controls the brain computer interface (BCI) equipment? Reading in a second language (L2) is a complex task that entails an interaction between L2 and the native language (L1). Previous studies have suggested that bilingual subjects recruit the neural system of their logographic L1 (Chinese) reading and apply it to alphabetic L2 (English) reading. In this study, we used functional magnetic resonance imaging (fMRI) to visualize Japanese-Chinese bilinguals’ brain activity in phonological processing of Japanese Kanji (L1) and Chinese characters (L2) and application to BCI, two written languages with highly similar orthography. In the experiment, the subjects were asked to judge whether two Japanese Kanji (or Chinese characters) presented at the left and right side of the fixation point rhymed with each other. A font size decision task was used as a control task, where the subjects judged whether the two Japanese Kanji (or Chinese characters) had an identical physical size. Subjects indicated a positive response by pressing the key corresponding to the index finger and a negative response by pressing the key corresponding to the middle finger of their right hand. The result showed that our bilingual Japanese subjects have large overlaps in the neural substrates for phonological processing of both native and second language. Our results are application to brain computer interface.
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Helland, Turid, Tomas Tjus, Marit Hovden, Sonja Ofte, and Mikael Heimann. "Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study." Journal of Learning Disabilities 44, no. 2 (2011): 105–22. http://dx.doi.org/10.1177/0022219410391188.
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This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme—grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), “from sound to meaning”, and top-down (TD), “from meaning to sound.” Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.
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Filipovic-Djurdjevic, Dusica, Petar Milin, and Laurie Feldman. "Bi-alphabetism: A window on phonological processing." Psihologija 46, no. 4 (2013): 421–38. http://dx.doi.org/10.2298/psi1304421f.
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In Serbian, lexical decision latencies to words composed of letters that exist in both the Roman and Cyrillic alphabets (some of which have different phonemic interpretations in each) are slower than for the unique alphabet transcription of those same words. In this study, we use the effect of phonological ambiguity to explore the time course of semantic facilitation. Targets are either the phonologically ambiguous forms (e.g., PETAK meaning ?Friday? when pronounced as a Roman string /petak/ but without meaning when pronounced in Cyrillic as /retak/) or the unique alphabet transcription of the same word (?ETAK). We manipulate alphabet match and semantic relatedness of prime to target. In addition to replicating slowing due to phonological ambiguity, we show 1) greater alphabet switch cost for bivalent then for unambiguous targets as well as for unrelated then for related prime-target pairs and 2) greater semantic facilitation as the number of shared common letters between prime and target increases. Results reveal the interaction of phonological and semantic processes in Serbian. The findings are discussed in terms of a triangle model of language processing, which hypothesizes a division of labor between an orthography-to-semantics, and an orthographyto-phonology-to-semantics route and their simultaneous contribution to activation of meaning.
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Talli, Ioanna, and Polyxeni Emmanouil. "Reading and Non-word Repetition Skills in Bilingual Developmental Dyslexia: The Case of a Greek - Italian Bilingual Dyslexic Adult." International Journal of Education 12, no. 2 (2020): 30. http://dx.doi.org/10.5296/ije.v12i2.17010.
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Studies of bilinguals with developmental dyslexia learning to read in two alphabetic orthographies have shown that they demonstrate similar reading and phonological short-term memory (STM) deficits in both their languages. The present study aimed at exploring whether dyslexia in adults affects similarly decoding skills in two transparent languages, Greek and Italian, whether there are similar deficits in phonological STM and whether the dominance of one of the two languages affects the manifestation of the deficits. We compared the performance of a young Greek-Italian bilingual dyslexic adult (exposed to Italian from birth, L1: Greek) to that of a young monolingual Greek dyslexic adult, a young Greek-Italian typically developing (TD) bilingual adult (exposed to Italian from birth, L1: Greek) and a young Greek monolingual TD adult. We assessed them in word and non-word reading and non-word repetition. Results showed that bilingual dyslexic adult performed significantly poorer than the bilingual TD adult on all tasks in both languages, suggesting that dyslexia affects similarly decoding and phonological STM across languages. On reading, bilingual outperformed monolingual dyslexic, while monolingual outperformed bilingual TD adult. On phonological STM, both bilinguals outperformed monolinguals. A positive effect of bilingualism was found for reading skills only for dyslexics, while it was found for phonological STM for both dyslexic and TD adults. Finally, the dominance of L1 affected bilinguals' performance in reading but not in non-word repetition, where they showed better performance in Italian, perhaps due to the phonotactic complexity of the Greek orthography compared to Italian.
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Ivković, Dejan. "Pragmatics meets ideology." Journal of Language and Politics 12, no. 3 (2013): 335–56. http://dx.doi.org/10.1075/jlp.12.3.02ivk.
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Serbian is a unique example of active digraphia, that is, the use of two scripts by the same speech community. Writers of Serbian use both the Cyrillic and Latin alphabets in various domains. Moreover, the Internet has brought to the fore competing orthographic variants within the Serbian Latin writing system. Technology-driven and ideologically motivated, non-standard de facto orthographic norms emerge as a result of the medium’s affordances embedded in a given socio-political context. This paper presents a case study on alphabet choice and the use of non-standard orthographic variants on two Serbian news websites, Politika Online and B92. The results show that a two-fold process occurs in Serbian orthographic practices, emerging from Internet discourses from below, including online commentaries: the dominance of the Latin alphabet over Cyrillic; and the stabilization of non-standard Latin orthographic variants. Metalinguistic commentaries of online posters illustrate the tension between pragmatic concerns and language ideologies.
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Kiselev, Michael Yu. "«Орфография нового калмыцкого литературного языка»: позиция Ц.-Д. Номинханова". Монголоведение (Монгол судлал) 12, № 2 (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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Nam, Kyung Min. "How young children make sense of two different writing systems: Korean written in the Hangul alphabet, and English written in the Roman alphabet." Journal of Early Childhood Literacy 18, no. 4 (2017): 490–517. http://dx.doi.org/10.1177/1468798416685384.
Full textAbstract:
Although many young children become literate within an environment in which different writing systems exist, there is little research on what children know about different writing systems and how they understand and develop them when they are learning more than one simultaneously. This qualitative study discusses how Korean EFL (English as a Foreign Language) children understand two different writing systems, the Korean alphabet, Hangul, and the Roman alphabet, used for English, within a peer teaching setting. The findings show that they were able not only to discover key orthographic principles which characterise each writing system but also to find similarities and differences between Hangul and English from different points of view: shapes of letters (block shaped vs linear), language units (syllables vs letters) and sound–letter relationship (shallow orthography vs deep orthography). The paper suggests that young children are able to look for key concepts in different writing systems by constructing their own ideas about the principles of reading and writing from an early age as active language learners.
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ASAHIAH, FRANKLIN ỌLÁDIÍPỌ̀, ỌDẸ́TÚNJÍ ÀJÀDÍ ỌDẸ́JỌBÍ, and EMMANUEL RÓTÌMÍ ADÁGÚNODÒ. "A survey of diacritic restoration in abjad and alphabet writing systems." Natural Language Engineering 24, no. 1 (2017): 123–54. http://dx.doi.org/10.1017/s1351324917000407.
Full textAbstract:
AbstractA diacritic is a mark placed near or through a character to alter its original phonetic or orthographic value. Many languages around the world use diacritics in their orthography, whatever the writing system the orthography is based on. In many languages, diacritics are ignored either by convention or as a matter of convenience. For users who are not familiar with the text domain, the absence of diacritics within text has been known to cause mild to serious readability and comprehension problems. However, the absence of diacritics in text causes near-intractable problems for natural language processing systems. This situation has led to extensive research on diacritization. Several techniques have been applied to address diacritic restoration (or diacritization) but the existing surveys of techniques have been restricted to some languages and hence left gaps for practitioners to fill. Our survey examined diacritization from the angle of resources deployed and various formulation employed for diacritization. It was concluded by recommending that (a) any proposed technique for diacritization should consider the language features and the purpose served by diacritics, (b) that evaluation metrics needed to be more rigorously defined for easy comparison of performance of models.
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Таїчі Ямашіта and Гсіао Гсуан Гунґ. "The Investigation of Learning Strategies of American Learners of Chinese and Japanese for Character Learning." East European Journal of Psycholinguistics 3, no. 1 (2016): 140–49. http://dx.doi.org/10.29038/eejpl.2016.3.1.tai.
Full textAbstract:
It has been widely recognized that Chinese and Japanese languages are exceptionally difficult to learn. One of the reasons is their logographic characters (i.e. hanzi in Chinese, kanji in Japanese) that are extremely different from alphabet-based orthography (Tong & Yip, 2015; Xu & Padilla, 2013). Accordingly, there have been research investigating how L2 learners of Chinese and Japanese deal with the difficulty by exploring learners’ strategy (Gamage, 2003; Shen, 2005). However, learning strategies for a certain aspect of characters (i.e. shape, sound) have not been investigated as much as learning strategies in general (but see Shen, 2005). In addition, there are limited longitudinal research exploring how learners change their strategies. Therefore, the researchers investigate strategies that L2 learners of American university students are using most frequently for Chinese and Japanese character learning. The study had 66 L2 learners taking either Chinese or Japanese course at an American university. They took a questionnaire at the beginning and at the end of a semester. It was found that reading, context, decomposition, rote-writing, and listening were the most frequently used strategies. Moreover, the results indicated that strategies vary depending on which aspect of characters they learn. Furthermore, learners did not change their learning strategies over three months to a notable extent.
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