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1
Araújo, Carla Jamille Cerqueira de. "Contribuições dos estudos em orthographia para a pedagogia." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/24030.
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A sensação de impotência diante dos erros ortográficos dos alunos atrelada à indefinição no ensino da ortografia, vivida e também presenciada na fala do outro, motivaram a pesquisa com que se projetou responder sobre as contribuições dos estudos em ortografia para a Pedagogia, de modo a contribuir com o trabalho didático dprofessores em relação a esse aspecto da língua escrita. Para tanto, desenvolveu-se uma pesquisa de caráter exploratório, em que se procedeu a um levantamento deestudosteóricos e metodológicosrelacionados ao objeto em estudo, no Brasil, sem desconsiderar a perspectiva histórica sob o objeto, buscando reunir informações, em literatura específica,quanto ao ensino da ortografia, elucidar questões teóricas relevantes e repensar o tratamento dado ao ensino, com vistas a devolver a escrita ortográfica à escola com um tom mais humano, dado que ela é constituída socialmente. As análises das opiniões do que historicamente vêm sendo registradas e as compreensões efetivadas mostraram que o ensino da ortografia assume novo formato, reflexivo, que nega um ensino pautado na repetição e memorização, e que cabe ao professor, sujeito responsável por lhe darsentido, difundiresse novo tratamento pedagógico do ensino da escrita ortográfica.
Resumen La sensación de impotencia frente a los errores ortográficos de los alumnos concomitante a la indefinición en la enseñanza de la ortografía, vivida y también presenciada en el habla del otro, motivaron la investigación con que se proyectó responder sobre las contribuciones de los estudios en ortografía para la pedagogía, de modo a contribuir con el trabajo didáctico de profesores en relación a ese aspecto de la lengua escrita. Para esto, se desarrolló una investigación de carácter exploratorio, en la que se procedió a un análisis bibliográfico deestudios teóricos y metodológico relacionado al objeto de estudio, en Brasil, sin desconsiderar la perspectiva histórica sobre el objeto, buscando reunir informaciones cuanto a la enseñanza de la ortografía, elucidar cuestiones teóricas relevantes y repensar el tratamiento dado a la enseñanza, con vistas a devolver a la escritura ortográficaa la escuela con un color más humano, dado que ella es socialmente constituida. Los análisis de las opiniones que históricamente se han registrado y los entendimientos realizados mostraron que la enseñanza de la ortografía asume nuevo formato, reflexivo, que niegauna enseñanza basada en la repetición y memorización, y que cabe al profesor, sujeto responsable por darles sentido, dar voz y vez a ese nuevo tratamiento pedagógico en la enseñanza de la ortografía.
2
Chambon, Laurence. "Les traités orthographiques latins (IIe-VIIIe siècles) : historique, traduction, commentaire." Lyon 2, 2008. http://theses.univ-lyon2.fr/documents/lyon2/2008/chambon_l.
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Le présent travail consiste en une traduction des traités orthographiques latins de Térentius Scaurus, Vélius Longus, Caper, Agroecius, Cassiodore, Martyrius, Bède et Alcuin, allant du 2ème au 8ème siècles p. -C. , à partir des textes édités par H. Keil, dans le volume 7 des grammatici latini, avec une indication des différences trouvées dans les éditions postérieures de certains de ces traités. Cette traduction s’accompagne de notes de commentaires sur certains points nécessitant un éclaircissement. Elle est précédée d’une introduction historique replaçant ces traités de orthographia dans le temps, de l’apparition du langage à celle de la notion d’orthographe et par extension des traités orthographiques. Puis, après avoir abordé quelques pistes possibles d’études et de commentaires sur la présence du grec et du christianisme, nous avons montré que ces traités sont les témoins de l’évolution d’un genre bien précis, celui des traités orthographiques latins, et par là même de l’évolution du latin et de sa place dans la société, pour finir par une perspective jusqu’à nos jours sur la place du latin et de l’orthographeThe present work consists of a translation of the latin orthographic treaties of Terentius Scaurus, Velius Longus, Caper, Agroecius, Cassiodore, Martyrius, Bede and Alcuin, going of the 2nd in 8th centuries p. C. , from texts edited by H. Keil, in the volume 7 of the grammatici latini, with an indication of the differences found in the later editions of some of these treaties. This translation is accompanied by notes of comments on certain points requiring a clarification. It is preceded by a historic introduction replacing these treaties de orthographia in the time, of the appearance of the language to the one of the notion of orthography and by extension to the one of the orthographic treaties. Then, having approached some possible tracks of studies and comments on the presence of Greek and Christianity, we showed that these treaties are the witnesses of the evolution of a very definite type, the one of the latin orthographic treaties, and there even the evolution of Latin and of his place in the society, to finish by a perspective until our days on the place of the Latin and the orthography
3
Pinho, Maria Isabel Carrilho Prates. "Orthographia de Madureira Feijó: edição e estudo de aspectos lexicográficos." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4976.
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Mestrado em Estudos PortuguesesEste trabalho tem por objecto a Orthographia de João de Morais Madureira Feijó, nomeadamente a sua edição em formato digital e um estudo dos aspectos lexicográficos. Na primeira parte concede-se particular atenção à informação metaortográfica e ao corpus lexicográfico do glossário de “Erros communs da pronunciaçam do vulgo, com as suas emendas em cada letra”. Integra uma nota bibliográfica do autor, a estrutura e a caracterização da obra, aspectos da teorização metaortográfica de Feijó, as fontes da informação e os traços tipológicos da parte dicionarística. Na segunda parte do trabalho apresenta-se o texto da Orthographia, fixado a partir da primeira edição (1734).
This work is mostly related to the Orthographia of João de Morais Madureira Feijó, namely the edition in digital format and the study of lexicographic aspects. In the first part of this work it is given particular attention to the metaortographic information and to the lexicographic corpus of the glossary of “Erros communs da pronunciaçam do vulgo, com as suas emendas em cada letra”. It includes a bibliographic note of the author, the structure and the description of his work, aspects of the metaortographic theory of Feijó, the sources and the typological features of the lexicographic part. In the second part of this work it is presented the text of Orthographia, which had the first edition (1734) as support.
Ce travail a pour objet l’Orthographia de João de Morais Madureira Feijó, notamment son édition digitalisée et une étude des aspects lexicographiques. Dans la première partie, on accorde spéciale attention à l’information métaorthographique et au corpus lexicographique du glossaire d’ “Erros communs da pronunciaçam do vulgo, com as suas emendas em cada letra”. On y intègre une annotation biobibliographique de l’auteur, la structure et la caractérisation de l’oeuvre, les aspects de la théorisation méta-orthographique de Feijó, les sources de l’information et les traits typologiques de la partie dictionnairistique. Dans la seconde partie du travail, on présente le texte de Orthographia, défini ayant pour référence la première édition (1734).
4
Zheltukhin, Alexander. "Orthographic codes and code-switching : a study in 16th century Swedish orthography /." Stockholm : Almqvist & Wiksell, 1996. http://catalogue.bnf.fr/ark:/12148/cb37164838m.
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5
Chen, Hsin-Chin. "Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1365.
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6
Orefice, Marzia. "Pattern geometrici nell’architettura antica: il caso del vestibolo ottagonale di Villa Adriana." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
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L’architettura romana è l’unica ad avere un testo scritto, il De Architectura, giunto fino a noi, che ci permette di analizzare e comprendere come questo popolo costruiva i propri edifici.
Il presente studio di tesi vuole analizzare le metodologie di progettazione e costruzione adottate dai Romani durante il periodo imperiale per approfondire le forme che caratterizzano le loro costruzioni. A tal fine sarà di fondamentale importanza comprendere le innovazioni che questo popolo ha portato nel campo architettonico.
La tesi nasce come continuazione ed approfondimento di studi già effettuati da altri ingegneri e architetti che si sono impegnati in queste analisi su Villa Adriana.
Nello specifico il caso studio ha interessato il Vestibolo Ottagonale di accesso a Piazza d’Oro. Si è partiti dall'analisi storica ricercando le varie informazioni inerenti a costruzioni del periodo Adrianeo e precedente, in modo da comprendere al meglio le sequenze evolutive. Inseguito sono state analizzate le ricerche effettuate all’interno della Villa stessa, concentrandosi soprattutto sull’ambiente limitrofo al Vestibolo, ovvero la Piazza.
È stato di fondamentale importanza, inoltre, studiare il pensiero architettonico di Vitruvio espresso nel De Architectura, e da questo sono state effettuate delle ipotesi di progettazione. Il fine di tale studio è dunque ipotizzare e cercare di verificare quali sono i pattern geometrici utilizzati per la progettazione della pianta del Vestibolo, se questi corrispondono a quelli utilizzati nell’alzato, e se sono proporzionali a quelli esterni di Pazza d’Oro.
7
Beltz, Brandon C. "Revisiting orthographic similarity." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4545.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 119. Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 114-118). Also issued in print.
8
Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.
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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical levels are not. However, the lexical processing level is not the only factor that determines the occurrence and/or the size of the orthographic effects. Regardless of the processing level tapped by the task, the characteristics of the material and the way in which participants perform the tasks also play an important role. Second, I examined the generality of the orthographic effects both in the suprasegmental domain and in the operation of working memory. Overall, the results showed orthographic effects in both situations./La question de l’influence des connaissances orthographiques sur le traitement de la parole a été abordée sous différents angles à travers les études menées dans le cadre de ma thèse de doctorat. Plus précisément, le locus des effets orthographiques a été examiné dans des tâches de reconnaissance de la parole grâce à une manipulation de la consistance orthographique et de la congruence entre les représentations phonologique et orthographique des stimuli. Les résultats obtenus convergent pour indiquer que seules les représentations phonologiques activées dans les situations qui exigent un traitement lexical et/ou post-lexical sont affectées par les représentations orthographiques. Cependant, l’occurrence et/ou la magnitude des effets orthographiques obtenus semblent dépendre également des caractéristiques du matériel et de la manière dont les participants effectuent la tâche. La question de la généralité des effets orthographiques a aussi été abordée :les effets orthographiques ont été démontrés d’une part dans le domaine suprasegmental (sur le ton lexical) et, d’autre part, dans le fonctionnement de la mémoire de travail.Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
9
Jurish, Bryan. "Finite-state canonicalization techniques for historical German." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.
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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assign each (historical) input word a unique extant canonical cognate, thus allowing direct application-specific processing (tagging, parsing, etc.) of the returned canonical forms without need for any additional application-specific modifications. In the course of the work, various methods for automatic canonicalization are investigated and empirically evaluated, including conflation by phonetic identity, conflation by lemma instantiation heuristics, canonicalization by weighted finite-state rewrite cascade, and token-wise disambiguation by a dynamic Hidden Markov Model.Diese Arbeit behandelt Themen der automatischen Vorverarbeitung historischen deutschen Textes für die Weiterverarbeitung durch konventionelle computerlinguistische Techniken. Konventionelle Techniken können historischen Text wegen des hohen Grads an graphematischer Variation in solchem Text ohne eine solche Vorverarbeitung nicht zufriedenstellend behandeln. Variation in der historischen Rechtschreibung wird hier als Fehlerkorrekturproblem oder "Kanonikalisierungsaufgabe" behandelt: ein Versuch, jedem (historischen) Eingabewort eine eindeutige extante Äquivalente zuzuordnen; so können konventionelle Techniken ohne weitere Modifikation direkt auf den gelieferten kanonischen Formen arbeiten. Verschiedene Methoden zur automatischen Kanonikalisierung werden im Rahmen dieser Arbeit untersucht, unter anderem Konflation durch phonetische Identität, Konflation durch Lemma-Instanziierungsheuristiken, Kanonikalisierung durch eine Kaskade gewichteter endlicher Transduktoren, und Disambiguiierung von Konflationskandidaten durch ein dynamisches Hidden Markov Modell.
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Trajano, Marlete Sousa Milhome CarrÃ. "Aprendizagem de ortografia: uso de atividade sistemÃtica e atividades reflexivas voltadas para alunos dos anos finais do Ensino Fundamental." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16032.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEste trabalho apresenta o resultado de uma pesquisa sobre a eficÃcia do uso de uma estratÃgia tradicional e uma estratÃgia reflexiva no processo de aprendizagem de ortografia desenvolvidas em oitavo ano do Ensino Fundamental II, de escola pÃblica estadual localizada, no municÃpio de Fortaleza. Quando convidados a usarem a lÃngua materna escrita na variaÃÃo padrÃo, os alunos apresentam dificuldades de compreensÃo das normas ortogrÃficas. Em consequÃncia disto foram propostas duas intervenÃÃes: uma que privilegia a estratÃgia sistemÃtica tradicional, o treino ortogrÃfico, e outra que privilegia a reflexÃo e explicitaÃÃo do pensamento, intitulada de sequÃncia didÃtica. Sendo assim, a proposta deste trabalho à investigar, por comparaÃÃo, os processos de apropriaÃÃo das convenÃÃes escritas. As atividades propostas tiveram como foco as inadequaÃÃes ortogrÃficas motivadas pela correspondÃncia irregular dos grafemas âsâ, âxâ e âzâ na representaÃÃo do fonema /z/. Essas inadequaÃÃes, para este estudo, sÃo consideradas construtivas e importantes para o processo de aprendizagem, pois a partir delas o presente estudo, seguindo procedimentos qualitativos e quantitativos, toma como objetivos centrais da pesquisa: a) descrever e analisar as inadequaÃÃes motivadas pela correspondÃncia irregular que se verificam entre as letras e os sons do sistema ortogrÃfico; b) avaliar os efeitos de uma atividade sistemÃtica e de atividades reflexivas sobre a performance ortogrÃficas dos alunos. Com carÃter descritivo e base interpretativa, esta pesquisa delineia-se no modelo experimental justificado pela utilizaÃÃo de dois grupos: um grupo controle e um grupo experimental. Inicialmente foi aplicado um ditado diagnÃstico inicial para a observaÃÃo da quantidade de ocorrÃncia da inadequaÃÃo referida, em seguida foram aplicados um treino ortogrÃfico com o gruo controle e atividades reflexivas para o grupo experimental, finalmente foi aplicado outro ditado diagnÃstico, com as mesmas palavras, em que se verificou o desenvolvimento da escrita apÃs as estratÃgias referidas. Os resultados das duas estratÃgias revelam uma influÃncia positiva das duas abordagens para a ampliaÃÃo dos conhecimentos ortogrÃficos dos alunos, embora as atividades reflexivas tenham se mostrado mais eficazes.
This work shows the results of a research on the efficacy of the use of a traditional strategy and a reflective strategy concerning the orthographic learning process. The research was conducted in a public school in Fortaleza with eighth grade students, specifically, who were invited to write using their native language in a formal register but showed difficulty in understanding the ortographic rules. Because of this result, two intervention acts were proposed: orthographic training, which is a traditional systematic strategy; and didact sequence, which draws attention to reflection and clarification of thought. By means of comparison, we aim to examine the processes of appropriation of writing conventions. The proposed activities focused on inadequate spellings motivated by irregularities on the correspondence between graphemes âsâ, âxâ, âzâ and the phoneme /z/. In our research, these inadequacies are constructive and important to the learning process once they helped us establish our main goals, following qualitative and quantitative procedures. In this sense, our work aims to: a) describe and analyse inadequacies motivated by irregularities on the correspondence between letters and sounds from the orthographic system; b) evaluate the effects of systematic activities and reflective ones concerning the spelling performance of those eighth grade students. Our investigation is descriptive, has an interpretative basis and is delineated by the experimental model, which justifies the division of two groups: a control group and an experimental group. Initially, a dictation activity was done as an initial diagnosis allowing us to observe the quantity of those inadequacies previously mentioned. Then, the control group did an orthographic training activity while the experimental group did reflective activities. Finally, another diagnostic dictation activity with the same words was applied, enabling us to verify the writing development after the referred strategies have been applied. The results of both strategies have shown a positive influence of both approaches, meaning that studentsâ knowledge about spelling has been increased, although reflective activities have been shown to be more effective.
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Suddarth, Rachael. "Orthographic Influences on Sublexical Processing." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/201497.
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Adults with language impairment have poor language skills, but may or may not have reading deficits. For those identified with literacy difficulties as children, deficits in the skills related to sublexical level decoding skills can persist into adulthood. Decoding deficits, current or remediated, would implicate the sublexical interaction of orthography and phonology. In addition, the heterogeneous reading profiles of adults with language impairment provide an opportunity to examine whether the deficits in this bidirectional link between orthography and phonology are related to reading deficit specifically or language impairment globally. Sixty adults, 30 with language impairment and 30 with typical language, participated in this study. Nonword stimuli, orthogonally varied based on orthographic and phonological neighborhood density, were presented in two sublexical tasks, nonword repetition and nonword spelling. The experiment revealed a pattern of similar responses for adults with and without language impairment. However, adults with impaired language had significantly poorer performance on both the nonword repetition task and the nonword spelling task. Additional analyses indicated that both language and literacy measures predicted the overall performance on the orthogonally varied nonword repetition and nonword spelling tasks. This study highlights the existence of a bidirectional influence between phonological and orthographic processing. For adults with language impairment it appears that this bidirectional link is intact at the sublexical level.
12
Khohayting, Jerome S. (Jerome Suntay). "Automatic orthographic alignment of speech." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/36447.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.Includes bibliographical references (leaves 86-87).
by Jerome S. Khohayting.
M.Eng.
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Turkay, Seray. "The Orthographic Set: Making Architecture Visible." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613652/index.pdf.
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The meaning of term &ldquorepresentation&rdquo
has shifted in both relevancy and definition in the discipline of architecture with the introduction of computational design technologies. The assumption of this study is that the selected mode of representation has the power to affect the process of design and even the production of architecture. At the present time, while the discipline is witnessing a change in its tendencies and terminologies, such as from drawing to 3D modeling, from construction to fabrication, and from geometry to topology, it is crucial to look at the &ldquo
conventions&rdquo
of architectural representation that are identified through &ldquo
projections,&rdquo
and particularly the &ldquo
orthographic set&rdquo
. This study aims to challenge the prejudices against the &ldquo
orthographic set&rdquo
that consider it to be an ineffective or inadequate tool for representation in the contemporary practice of architecture following the emergence of &ldquo
digitization&rdquo
. It is the claim of this thesis that the &ldquo
orthographic set&rdquo
is actually a methodology that is still powerful in the visualization of the &ldquo
rational&rdquo
thinking processes of design, and is still a highly pertinent technique in the representation and production of architecture. With the arrival of computational design technologies to the practice of architecture, the &ldquo
visibility&rdquo
of its representations have started to blur
and considering the dialectics between architectural representation and the architectural object, while Modern Architecture can be assessed as the transformation of the orthographic set into a declaration of a stylistic manifesto, in the digital age the question arises of what makes architecture visible, and whether it is possible to come up with a &ldquo
new&rdquo
definition of style.
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Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.
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Lam, Ho-cheong, and 林浩昌. "Orthographic awareness in learning Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3762734X.
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Herring, Jon Russell. "Orthography and the lexicon." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439207.
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Podelo, Jochen [Verfasser], and Sebastian [Akademischer Betreuer] Kempgen. "Nicht standardisierte Orthographie im russischen Internet : Nicht standardisierte Orthographie in der russischen Internetkommunikation aus Kontextualisierungsperspektive / Jochen Podelo ; Betreuer: Sebastian Kempgen." Bamberg : University of Bamberg Press, 2018. http://d-nb.info/1170158501/34.
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Li, Yilun. "L’apprentissage de l’orthographe chez les apprenants chinois du français L2 : une analyse portant sur un corpus écrit." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA071/document.
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Dans l’apprentissage du français écrit, la norme orthographique représente un lieu de difficulté majeure. Confronté à des complexités multiples, tout scripteur aura un long trajet à parcourir avant d’arriver à la maîtrise complète des traitements orthographiques, et ceci est sans doute d’autant plus vrai lorsqu’il s’agit de s’approprier le système orthographique du français dans une langue étrangère. Cette étude vise donc à analyser la réalisation orthographique, chez les apprenants chinois du français L2. Pour ce faire, nous examinons les données issues d’une tâche écrite semi-spontanée, en nous attachant plus particulièrement au profil développemental des apprenants chinois, et leur tendances interlangagières face aux problèmes de l’orthographe lexicale, de l’accord en nombre et genre et de la morphologie verbale. En outre, une analyse des erreurs commises par les apprenants, ainsi que les explications possibles pour interpréter ces erreurs sont également présentées, en faisant référence aux caractéristiques spécifiques de l’apprentissage de la langue étrangèreIn the area of written French, the orthographic learning represents a major difficulty. Faced with multiple complexities, any writer will have a long way to go before arriving at the complete control of spelling, and this is probably more true when it comes to appropriating this French system in a foreign language which is typologically distinct from the French language. This study aims to analyze the orthographic realization in French L2, for Chinese learners. To do this, we examine data from a semi-spontaneous writing task, focusing in particular on the developmental profile of learners, and their interlanguage tendencies in relation to the problems of lexical orthography, number/gender agreement, and verbal morphology. In addition, an errors analysis as well as possible explanations for interpreting these errors are also presented, with reference to the specific characteristics of L2 learning
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Tadich, Matthew A. "The orthography of mstislavovo evangelie /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433493.
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Eisen, Miriam. "The development of orthographic awareness in young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28706.pdf.
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Steffler, Dorothy J. "Implicit learning of orthographic patterns and children's spelling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59675.pdf.
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Brewer, Jordan. "Phonetic Reflexes of Orthographic Characteristics in Lexical Representation." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195213.
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A large domain of linguistic inquiry concerns the nature of words. It is widely thought that words are stored and represented in our minds in a structure termed the lexicon, in which every word has a 'lexical representation'. Researchers conduct experiments and examine intuitions about words to determine the content and structure of the lexicon. One interesting component in lexical representation, for literate speakers, is an orthographic representation for words. It has been traditionally assumed that while this orthographic information is available and useful in such tasks as visual word recognition (i.e. reading) or in writing, orthographic information about words is not necessarily involved in non-visual linguistic tasks, like auditory word perception, or speech production.There has been some research however, which has challenged this notion of the isolation of orthographic information to visual processes. In a seminal study Seidenberg and Tanenhaus (1979) found an influence of orthography in an auditory rhyming judgment task. Subjects were faster to judge as rhyming those pairs which shared an orthographic representation of the rhyme than those who shared only phonology (i.e. pie-tie vs. rye-tie). Additional recent research has confirmed these effects of orthography in auditory perception tasks (Taft & Hambly, 1985; Halle, Chereau, & Sequi, 2000; Ziegler & Ferrand, 1998). Even more surprisingly, some experiments have suggested effects of orthography in speech production (Tanenhaus, Finigan & Seidenberg, 1980; Lupker, 1982; Wheeldon & Monsell, 1992; Damion & Bowers, 2003). These experiments all show facilitated naming latencies for words which share orthographic characteristics with some prime environment. As such, these results can all be explained as effects of orthography on lexical access of words rather than affecting the production process per se.In contrast, the experiments and analyses described in this dissertation show an un-ambiguous effect of orthography on speech production. Orthographic characteristics of word-final sounds, and words themselves are shown to influence the durations of spoken productions of those sounds, and whole words. These effects are robust to the mode of lexical access, whether through experimentally elicited reading aloud of words, or through the spontaneous generation of words in a modified sociolinguistic interview format.
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Gorbunova, Anastasia A. "A Metric for Orthographic Similarity: Theory and Implications." Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193269.
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Letter position plays an important role in lexical access. But are some positions more important than the others? Findings from numerous studies support the notion that in lexical access, initial letters produce strongest activation, which weakens towards the end of the word. In order to create a metric for computing the activation produced by each letter position in a correctly spelled word versus a word in which some or all letters are transposed, the formula for calculating a word's orthographic match coefficient (OMC) was developed and tested. Utilizing the masked priming paradigm and a lexical decision task, Experiments 1-5 test the accuracy and reliability of the OMC predictions, and look at neighborhood density in conjunction with different types of letter movement. Results from these experiments provide empirical support for the OMC as a reliable predictor of priming that involves transposed letters, and offer insight into possible mechanisms of word recognition.
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Wang, Zhe. "Reconstruction of 3D Solid Models from Orthographic Projections." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517478.
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Wagstaffe, Joanna Katherine. "The encoding of letter position in orthographic processing." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438427.
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Wears, Sarah K. "Nonstandard orthographic representation direct quotation in the news /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004061.
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Tunjić, Christian Vjekoslav [Verfasser]. "A Deep Orthographic Modelling Environment / Christian Vjekoslav Tunjić." München : Verlag Dr. Hut, 2021. http://d-nb.info/1238422861/34.
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Travis, Hannah. "THE RELATIONSHIP BETWEEN FUSIFORM VOLUME AND ORTHOGRAPHIC PROCESSING." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2594.
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The current project investigated the brain-behavior relationships between fusiform volume and orthographic processing in children with Reading Disability (RD) and Attention-Deficit/Hyperactivity Disorder (ADHD). It was hypothesized that there would be differences in fusiform volume between those with and without RD. Individuals with and without ADHD were not expected to differ in fusiform volume and an interaction in the RD/ADHD group was not expected. Children with RD/ADHD were expected to have similar volumes to children who have RD. It also was hypothesized that size of the left fusiform segments would be correlated with three orthographic processing tasks and tests of reading achievement (i.e., Orthographic Choice, Homophone/Pseudohomophone Choice and the Colorado Perceptual Speed Task; Letter Word Identification, Word Attack, and Reading Fluency). Results indicated that there were no group differences in fusiform volume between children with and without RD as well as with and without ADHD. There were also no relationships between the left fusiform and any of the orthographic or reading achievement measures. However, all three measures of orthographic processing were significantly related to the right posterior fusiform. Additionally, Homophone/Pseudohomophone Choice and Reading Fluency demonstrated a trend with the right anterior fusiform. The findings reported in this study were largely unexpected and suggest that further research examining the relationship between right fusiform volume and orthographic processing is warranted.
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Kwok, Rosa Kit Wan. "Orthographic and phonological processing in English word learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7403/.
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This thesis investigates the process of orthographic and phonological word learning in adults. Speed of reading aloud is used as the main measure, specifically the reduction in naming reaction times (RTs) to short and long novel words through repetition and the convergence of RTs to short and long items. The first study (Chapter 2) fully described this fundamental learning paradigm and it is then used to compare various types of training in different groups of readers in the following chapters. Second, the role of phonology in visual word learning was investigated in Chapter 3. Novel words that received the training of both orthography and phonology (reading aloud condition) was found to be more efficient and effective compared to solely training the phonology of the novel words (hear-and-repeat with and without distractors). Yet, all three experiments in Chapter 3 also showed that the establishment of a phonological representation of a novel word can be sufficient of result in representations in the mental lexicon even without any encounter with the orthographic form of the novel word. Linear mixed effect modelling also found that literacy and phonological awareness made a significant contribution to nonwords naming speed when vocabulary and rapid digit naming were taken into account. Expressive vocabulary was found to be a significant predictor of the change in naming speed across the learning session when the effects of literacy, phonological awareness were controlled. Third, Chapter 4 then involved the repeated presentation of interleaved high-frequency words, low-frequency words and nonwords to native speakers of English in two testing sessions 28 days apart. Theoretical interest lies in the relative effects of length on naming latencies for high-frequency words, low-frequency words and nonwords, the extent to which those latencies (RTs) converge for shorter and longer words and nonwords, and the persistence of training/repetition effects over a 28-day retention interval. Finally, Chapters 5 and 6 try to bring these theories in a more applied context to understand orthographic word learning in adults with dyslexia and in bilingual speakers.
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Sémidor, Pierre. "La genèse orthographique chez l'élève de cours préparatoire : description de la langue et pratiques d'enseignement." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0328/document.
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Notre recherche sur la genèse orthographique est descriptive etpraxéologique. Les phénomènes sémiographiques ayant contribué à opacifierle principe phonographique et à autonomiser l'écrit, nous interrogeons lesapproches de l'orthographe phonocentrées. Nous montrons qu'une seule desdescriptions linguistiques parues entre 1967 et 1988 est exploitéedidactiquement. Phonocentrée, elle s’accorde aux pratiques d’éveil inscritesdans le plan Rouchette et aux approches successivistes de la lecturesyllabiques et de la grammaire traditionnelle. Nous postulons que ledéveloppement de l'orthographe aurait provoqué une rupture épistémologiquequi peut former obstacle pour l'enseignement.Pour interroger l'articulation entre le développement individuel et les conditionsd'apprentissage, nous intégrons le concept d’habitus dans le cadre descommunautés discursives disciplinaires scolaires. Nous pensons que ledéveloppement de schèmes orthographiques est corrélé aux pratiques delecture et d'écriture proposées aux élèves ; la mise en place récurrente etprolongée d'une activité scripturale phonographique pourrait figer des schèmesliés aux conversions phonie-graphie.Nous observons comment des enseignantes de CP, instituent une communautédiscursive cripturale orthographique en focalisant l'activité sur le mot et initientla genèse orthographique par la valorisation de manières d'agir fédérées par leprincipe d'hétérographie distinctive. Les élèves, observés pendant deux ans,s'approprient les scénarios proposés. La secondarisation orthographique deleur habitus scriptural primaire est marquée par l'émergence de dispositionsaccordées aux règles de l'écriture orthographiqueOur research about orthographic genesis is descriptive andpraxeologic. Semiographic phenomena contribute to opacify the phonographicprinciple and to autonomize writing. So we interrogate phonocentric approachesof orthography. We show that among the four linguistic descriptions presentbetween 1967 and 1988, only one is being used in didactics today. Because ofits phonocentrism, it is in accordance with child awareness practices asstipulated in the Rouchette plan and with consecutive approaches of syllabicreading methods and traditionnel grammar teaching. We postulate thatorthography development may have provoked an epistemologistic breach. It isour opinion that this breach could be an obstacle as for teaching.In order to question the articulation between individual development and sociallearning conditions, the concept of habitus is integrated in the framework ofeducational discursive communities. We believe that orthographic schematadevelopment is correlated with the reading and writing practices proposed topupils. The setting up of recurrent and prolonged phonographic scripturalactivity may immobilise schemata linked to the phonic-graphic conversion.We observe how teachers in the first year of primary school institute anorthographic scriptural educational discursive community focalising activity onwords and initiating the orthographic genesis by bringing value to orthographicmanners brought about by the distinctive heterographic principle. The pupils,observed for two years, appropriate the proposed patterns about word's usage.The orthographic secondarisation of their scriptural primary habitus ischaracterised by the emergence of dispositions accorded to the rule oforthographic writing
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Keller, Monika. "La réforme de l'orthographe, un siècle de débats et de querelles /." Paris : Conseil international de la langue française, 1998. http://catalogue.bnf.fr/ark:/12148/cb37003237z.
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Texte remanié de: Diss.--Philosophische Fakultät--Tübingen--Universität, 1989. Titre de soutenance : Ein Jahrhundert Reformen der französischen Ortographie : Geschichte eines Scheiterns (1886-1991).Index.
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Frade, Patrícia dos Santos. "A diferenciação pedagógica e a ortografia: um trabalho no 2º ano do 1º CEB." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16781.
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Mestrado em Ensino do 1º e 2º Ciclo do Ensino BásicoCom uma importância cada vez maior, a diferenciação pedagógica pode ser um grande aliado dos professores para trabalhar as mais variadas temáticas. Com as turmas cada vez mais heterogéneas, torna-se crucial a procura de formas diferenciadas de trabalhar com alunos, atendendo à individualidade de cada um. Neste estudo, aliada à Diferenciação Pedagógica, surge a preocupação com a ortografia, temática selecionada pela perceção de que alunos das mais diversas faixas etárias apresentam dificuldades neste campo. Tendo isto em conta, a nossa investigação aliou a questão da Ortografia a uma abordagem baseada na Diferenciação Pedagógica, tendo sido delineados os seguintes objetivos principais: numa primeira fase, diagnosticar as maiores dificuldades dos discentes no que concerne à ortografia para, depois, compreender como trabalhar de forma diferenciada com os alunos no âmbito do desenvolvimento de competências de escrita, mais especificamente, a ortografia. O trabalho desenvolveu-se numa turma do 2.º ano de escolaridade do Agrupamento de Escolas da Gafanha da Nazaré. Enquadrou-se numa metodologia de Investigação-Ação, tendo sido feito apenas um ciclo de investigação, devido a constragimentos que se relacionam sobretudo com o tempo de implementação do projeto. Foram realizadas várias sessões e ao longo das mesmas os dados foram recolhidos sobretudo através de fichas de trabalho e notas de campo, sendo que foram feitos, também, alguns registos fotográficos. Através da análise dos resultados obtidos foi possível concluir que houve uma grande melhoria na grande parte dos alunos no que diz respeito à correção ortográfica, contudo há ainda muito trabalho a fazer no domínio da investigação e da intervenção quanto às possibilidades de desenvolvimento no campo da DP. Desta forma, poder-se-ão desevolver outras investigações futuramente, utilizando estas e/ou outras técnicas de trabalho diferenciado que permitam o desenvolvimento das capacidades dos alunos neste campo.
With an ever greater importance, the Pedagogical Differentiation can be a great ally of the teachers for working the most varied themes. With the increasingly diverse classes, becomes crucial demand differentiated forms of working with students, given the individuality of each one. In this study, allied to the Pedagogical Differentiation, arises the concern with the Spelling, thematic selected by perceiving that students from different age groups present difficulties in this field. With this in mind, our research allied the question of Spelling to an approach based on Pedagogical Differentiation, having been outlined the following main objectives: a first stage, diagnose the greatest difficulties of the learners in what concerns the Spelling to, then understand how to work in a differentiated way with the students in the framework of the development of skills of writing, more specifically, the Spelling. The work was developed in a class of 2 year of schooling of the Grouping of Schools of Gafanha da Nazaré. In a methodology of action-research, having been done just a cycle of research, due to constraits that relate mainly to the time of implementation of the project. It’s been done several sessions and along of their were collected mainly through worksheets and field notes, being that were made, also, some photographic records. Through the analysis of the results it was possible to conclude that there has been a great improvement in a great part of the students as regards the spell check, however there’s still so much work to do in the field of the research and intervention as to the possibilities of development in the camp of PD. In this way, can be developed, in the future, other investigations using these and/or other techniques of differentiated work that permit the development of the capacities of the students in this field.
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Lee, Hoi-lam Caroline. "Orthographic awareness in primary school children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.
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Thesis (B.Sc)--University of Hong Kong, 2000."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
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Lee, Wing-yee Anna. "Orthographic awareness of Chinese primary school-aged poor readers." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210018.
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Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Mu-Hsing, Kuo. "Reconstruction of quadric surface solids from three orthographic views." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307769.
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Dixon, Maureen. "The effect of exposure to orthographic information on spelling." Thesis, University of Wolverhampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389546.
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Henderson, Tracy Karen. "Language and identity in Galicia : the current orthographic debate." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243186.
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Turner, Emma L. "Assessing orthographic similarity effects in skilled and dyslexic readers." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437305.
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Friel, Brian Michael. "Sentence context and orthographic neighborhood effects in word recognition /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.
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Brusnighan, Stephen M. "The Role of Semantics in Orthographic and Phonological Learning." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429563014.
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Schlapp, Ursula. "Phonology and orthography in word recognition." Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235989.
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Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.
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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.
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Hutton, Pamela June. "An expert systems approach to conversion of phonemes to orthographic forms : a rule based approach utilising partial phonetic information to generate orthographic forms." Thesis, University of Bradford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327988.
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Wiener, Seth J. "Self-bound or Boundless? Orthographic Strategies on "Borrowing" into Chinese." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1796120781&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Siakaluk, Paul D. "The effects of nonword orthographic neighborhood size in lexical decision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/MQ48042.pdf.
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Wells, Cynthia Joyce. "The use of orthographic and lexical information for handwriting recognition." Thesis, Nottingham Trent University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334722.
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Williams, Lisa D. (Lisa Dawn) Carleton University Dissertation Psychology. "Organizing lexical representations: a study of orthographic and phonological neighbourhoods." Ottawa, 1993.
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Voeste, Anja. "Orthographie und Innovation die Segmentierung des Wortes im 16. Jahrhundert." Hildesheim Zürich New York, NY Olms, 2007. http://d-nb.info/987728547/04.
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Hernáiz, Rodrigo 1951. "Studies on linguistic and orthographic variation in Old Babylonian letters." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/672525.
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This thesis interrogates the extent to which a range of written variation in the Old Babylonian letters from the central area of Mesopotamia relate significantly to variables denoting temporal-historical (diachronic), spatial-geographical (diatopic) or individual- situational heterogeneity. The object of the study is Old Babylonian, an ancient language whose large written record embodies a widespread practice of writing in a sizeable array of genres, including cursive and personal scripts, that flourished in a time of substantial geo-political changes.
Some dialectal varieties of Old Babylonian have been already identified and described in detail, particularly those of the peripheral areas. However, despite early attempts to define broad linguistic dialectal areas there is not yet a full description of, the palaeographic, orthographic and linguistic traits of variability within the central Mesopotamian area.
The present study analyses the documented variation of a set of orthographic and linguistic variables as they transpire in a corpus of Old Babylonian correspondence (ACCOB) created for that purpose, which contains grammatical as well as extralinguistic annotations of temporal, geographical or social characteristics of the producers or the consumers of the letters.
The combination of a quantitative approach to the distribution of variables and a micro- level study of the documents demonstrates that, despite limitations in the type of extra- linguistic information available and the restrictions of a research project focused solely on the analysis of edited transliterations of letters, a number of orthographic and linguistic features associate significantly to regional and/or temporal coordinates, sometimes revealing an intertwined multicausality of factors. On the other hand, the alleged sociolinguistic or diaphasic saliency of epistolary documents from the central royal administration needs to be redefined under the perspective of the heterogeneous landscape of the Old Babylonian language.
The findings for the variables analysed in the study present a more nuanced description of the Old Babylonian language and its orthographic practices that may serve as a basis for further research in the area.Die vorliegende Dissertation untersucht, inwieweit eine Auswahl von schriftlichen Variationen in den altbabylonischen Briefen aus Mittelmeesopotamien signifikante linguistische Variablennutzen, die zeitlich-historische (diachronische), räumlich- geographische (diatopische) oder individuell-situative Heterogenität bezeichnen. Gegenstand der Studie ist das Altbabylonische. Diese antike Sprache verkörpert durch den den großen Umfang der schriftlichen Aufzeichnungen eine weit verbreitete Praxis des Schreibens in einer signifikanten Reihe von Genres, einschließlich Skripte in Schreibschrift, die in einer Zeit der substanziellen geopolitischen Veränderungen ihre Hochzeit hatte. Einige altbabylonische Dialekte, insbesondere aus den Randgebieten, wurden bereits im Detail identifiziert und beschrieben. Trotz früherer Versuche, breite sprachliche Dialektgebiete zu definieren, gibt es jedoch noch keine vollständige Beschreibung der paläographischen, orthographischen und sprachlichen Variabilität innerhalb des zentralmesopotamischen Gebietes. Die vorliegende Untersuchung analysiert die dokumentierte Variation einer Reihe von orthographischen und sprachlichen Variablen, wie sie sich in einem zu diesem Zweck erstellten Korpus der alttbabylonischen Korrespondenz (ACCOB) manifestieren, der grammatikalische und außersprachlichen Annotationen zeitlicher, geographischer oder sozialer Merkmale der Produzenten oder Konsumenten der Briefe enthält. Die Kombination aus einem quantitativen Ansatzes für die Verteilung der Variablen und einer Mikrostudie der Dokumente zeigt, dass trotz der Einschränkungen in der Art der außersprachlichen Informationen und der Beschränkungen eines Forschungsprojekts, das sich ausschließlich auf die Analyse der editierten Transskriptionen von Briefen konzentriert, eine Reihe von orthographischen und sprachlichen Merkmalen signifikant mit regionalen und / oder zeitlichen Koordinaten assoziierrt werden können,. Manchmal offenbart diese eine ineinandergreifende Multikausalität von Faktoren. Gleichzeitig muss die angebliche soziolinguistische oder diaphasische Salienz der Briefdokumente der zentralen königlichen Verwaltung unter dem Blickwinkel der heterogenen Landschaft der altbabylonischen Sprache neu definiert werden. Die Ergebnisse der in der Studie analysierten Variablen sind eine differenzierte Beschreibung der altbabylonischen Sprache und ihrer orthographischen Praktiken, die als Grundlage für weitere Forschungen in diesem Gebiet dienen kann.
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Erdener, Vahit Dogu, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The effect of auditory, visual and orthographic information on second language acquisition." THESIS_CAESS_PSY_Erdener_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/685.
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The current study investigates the effect of auditory and visual speech information and orthographic information on second/foreign language (L2) acquisition. To test this, native speakers of Turkish (a language with a transparent orthography) and native speakers of Australian English (a language with an opaque orthography) were exposed to Spanish (transparent orthography) and Irish (opaque orthography) legal non-word items in four experimental conditions: auditory-only, auditory-visual, auditory-orthographic, and auditory-visual-orthographic. On each trial, Turkish and Australian English speakers were asked to produce each Spanish and Irish legal non-words. In terms of phoneme errors it was found that Turkish participants generally made less errors in Spanish than their Australian counterparts, and visual speech information generally facilitated performance. Orthographic information had an overriding effect such that there was no visual advantage once it was provided. In the orthographic conditions, Turkish speakers performed better than their Australian English counterparts with Spanish items and worse with Irish terms. In terms of native speakers' ratings of participants' productions, it was found that orthographic input improved accent. Overall the results confirm findings that visual information enhances speech production in L2 and additionally show the facilitative effects of orthographic input in L2 acquisition as a function of orthographic depth. Inter-rater reliability measures revealed that the native speaker rating procedure may be prone to individual and socio-cultural influences that may stem from internal criteria for native accents. This suggests that native speaker ratings should be treated with caution.Master of Arts (Hons)