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1
Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.
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This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.
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Wełna, Jerzy. "On early pseudo-learned orthographic forms: A contribution to the history of English spelling and pronunciation." Studia Anglica Posnaniensia 46, no. 4 (January 1, 2011): 25–39. http://dx.doi.org/10.2478/v10121-010-0010-9.
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On early pseudo-learned orthographic forms: A contribution to the history of English spelling and pronunciation The history of English contains numerous examples of "improved" spellings. English scribes frequently modified spelling to make English words and some popular borrowings look like words of Latin or Greek origin. The typical examples are Eng. island, containing mute <s> taken from Lat. insula or Eng. anchor ‘mooring device’ (< Fr. ancre), with non-etymological <h>. Although such "reformed spellings" became particularly fashionable during the Renaissance, when the influence of the classical languages was at its peak, "classicised" spellings are also found earlier, e.g. in texts from the 14th century. In the present contribution which concentrates on identifying such earliest influences on spellings in Middle English attention is focussed on the regional distribution of reformed spellings, with a sociolinguistic focus on the type of the text. The data for the study come from standard sources like the Middle English Dictionary (2001) and Oxford English Dictionary (2009).
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Sairio, Anni, Samuli Kaislaniemi, Anna Merikallio, and Terttu Nevalainen. "Charting orthographical reliability in a corpus of English historical letters." ICAME Journal 42, no. 1 (March 1, 2018): 79–96. http://dx.doi.org/10.1515/icame-2018-0005.
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Abstract Research into orthography in the history of English is not a simple venture. The history of English spelling is primarily based on printed texts, which fail to capture the range of variation inherent in the language; many manuscript phenomena are simply not found in printed texts. Manuscript-based corpora would be the ideal research data, but as this is resource-intensive, linguists use editions that have been produced by non-linguists. Many editions claim to retain original spellings, but in practice text is always normalized at the graph level and possibly more so. This does not preclude using such a corpus for orthographical research, but there has been no systematic way to determine the philological reliability of an edited text. In this paper we present a typological methodology we are developing for the evaluation of orthographical quality of edition-based corpora, with the aim of making the best use of bad data in the context of editions and manuscript practices. As a case study, we apply this methodology to the Early Modern and Late Modern English sections of the Corpus of Early English Correspondence.
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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (August 18, 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.
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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speaking (transparent orthography) kindergarteners were assessed on measures of vocabulary, PA, functions of verbal working memory, and early literacy skills at the beginning of the kindergarten year. The results indicate that a transparent orthography (Croatian) increases early decoding and encoding skills and they show expected correlations between PA, vocabulary, and early literacy abilities. English speakers did not show these correlations at the onset of the kindergarten year. We postulate that the nature of the deep orthography requires some instructional time for English-speaking children before PA and vocabulary will show predictive validity for reading acquisition.
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Villa, Laura, and Rik Vosters. "Language ideological debates over orthography in European linguistic history." Written Language and Literacy 18, no. 2 (August 31, 2015): 201–7. http://dx.doi.org/10.1075/wll.18.2.01vil.
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This introductory article to the special issue on the historical sociolinguistics of spelling sketches an overview of the current interest in the field for the sociopolitical nature of the written language. Spelling is understood as a powerful tool for sociopolitical mobilization and thus becomes a recurrent source of conflict. Orthographic debates are the object of study chosen by the authors in this special issue to analyze the non-linguistic dimension of language matters. Approaching them as language ideological debates allows us to carry out a deeper examination of the political projects, social structures, identity issues and cultural practices that are at stake when an orthographic conflict emerges. Adopting such theoretical approach to the study of spelling, the editors of this volume have gathered works that look at the past and present of a number of European languages (Dutch, German, Lithuanian, Macedonian, Portuguese and Spanish) since the Early Modern period until recent times.
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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.
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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>
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Marquilhas, Rita. "The Portuguese Language Spelling Accord." Written Language and Literacy 18, no. 2 (August 31, 2015): 275–86. http://dx.doi.org/10.1075/wll.18.2.06mar.
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The process of adopting an official orthography for the Portuguese language was completed very late in history, only in the twentieth century, and it was independently triggered by the Brazilian Letters Academy (in 1907) and the Portuguese sciences academy (in 1911). The diplomatic negotiations between the nations involved were countless ones along the following decades, and also included, in due time, other former Portuguese colonies. Since 2006, all countries are gradually ratifying a unified orthography decided in 1990, but the process is much debated in the public space. The root of the disagreement has to do with the fact that both the Portuguese and the Brazilian sets of graphematic norms, although aiming at phonological segments, include transcription rules for variant matter: different phonetic realizations that are triggered by phonological processes.
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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.
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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.
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Borgwaldt, Susanne R., Frauke M. Hellwig, and Annette M. B. de Groot. "Word-initial entropy in five languages." Written Language and Literacy 7, no. 2 (March 22, 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.
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Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to transparent orthographies, both in spelling-to-sound and sound-to-spelling directions. The analysis is based on metrics derived from information theory, and therefore independent of any specific theory of visual word recognition as well as of any specific theoretical approach of orthography.
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Richardson, Kay. "Spelling-gate." Journal of Language and Politics 17, no. 6 (December 14, 2018): 812–30. http://dx.doi.org/10.1075/jlp.17072.ric.
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Abstract Back in 2009, the Labour British Prime Minister Gordon Brown was attacked for “bad spelling” in a condolence letter written personally by him to the mother of a soldier who died in combat, and publicised by The Sun newspaper. “Spelling” here acts as a leveller of hierarchical differences in the national political culture, with ruler and subject both publicly disciplined by the same standard language ideology. Previous research on orthography as social practice has tended to focus on deliberate manipulation of fixed spellings; this article extends the approach to unconventional spellings that have come about ‘by mistake’, and also widens it, to consider aspects of orthography other than spelling, focusing on the look of the Prime Minister’s handwriting. At issue, semiotically, are meanings such as ‘the personal touch’ and ‘respect’.
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DEACON, S. H., D. LEBLANC, and C. SABOURIN. "When cues collide: children's sensitivity to letter- and meaning-patterns in spelling words in English." Journal of Child Language 38, no. 4 (October 18, 2010): 809–27. http://dx.doi.org/10.1017/s0305000910000322.
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ABSTRACTIn many learning situations, we need to determine to which cues to attend, particularly in cases when these cues conflict. These conflicts appear often in English orthography. In two experiments, we asked children to spell two-syllable words that varied on two dimensions: morphological and orthographic structure. In one set of these words, the two sources of information conflicted. Results of Experiment 1 suggest that seven- to nine-year-old children are sensitive to both orthographic and morphological dimensions of words, and that this dual sensitivity sometimes leads to correct spelling and sometimes to incorrect spelling. Results of Experiment 2 suggest that orthographic information dominates young (six-year-old) children's spelling, at least in a case when there is a strong orthographic regularity. Taken together, these experiments suggest that children are sensitive to the multiple dimensions of regularity in English orthography and that this sensitivity can lead to mistakes.
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Kiselev, Michael Yu. "«Орфография нового калмыцкого литературного языка»: позиция Ц.-Д. Номинханова." Монголоведение (Монгол судлал) 12, no. 2 (August 25, 2020): 326–37. http://dx.doi.org/10.22162/2500-1523-2020-2-326-337.
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Goals. The paper studies a manuscript monograph by Ts.-D. Nominkhanov titled ‘Orthography of the New Kalmyk Literary Language’ (December 25, 1932) and contained in the Archive of the Russian Academy of Sciences. Materials. The work investigates sections and subsections of the monograph, namely: ‘Preface’ narrating about areas of residence and dialects of Kalmyk ethnic groups; ‘Old Script Orthography’ supplemented with a Latinized Jangar epic excerpt (alphabet of the 1930s) illustrating Zaya Pandita’s spelling patterns; ‘Spelling of Russified Kalmyk Script’ providing an excerpt from the Latinized spelling-book (Russ. Светлый путь), and reviews decisions of the February 1928 Kalmyk transcription and orthography development meeting; ‘Latinized Script Orthography’ introduces spelling patterns adopted by 1931 Moscow and Elista-based scientific conferences. Results. Prof. Ts. Nominkhanov concluded that the Latinized alphabet of the 1930s based on Zaya Pandita’s spelling could not meet the then needs of orthography. According to him, a scientifically unified Kalmyk literary language was to be based on the development of all Kalmyk dialects through their free interaction towards foundations of the Torghut dialect for further assimilation of different spelling subtleties and final enrichment the Kalmyk language proper. To facilitate this, he proposed that certain measures be undertaken, such as publication of a scientifically reasoned spelling book, organization of consistent academic studies in Kalmyk orthography and existing Kalmyk dialects at large, establishment of a central body that would check all manuscripts against orthographic, grammatical and other regulations introduced prior to publication. Conclusions. The study shall expand the source base on the history of the Kalmyk language and Prof. Ts.-D. Nominkhanov’s scientific heritage, and can be used for further research and educational purposes.
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Disbray, Samantha, and Deborah Loakes. "Writing Aboriginal English & Creoles." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 285–301. http://dx.doi.org/10.1075/aral.36.3.04dis.
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Texts in Aboriginal English (AE) and creole varieties have been created by Indigenous and non-Indigenous writers for a range of purposes. In this paper, we focus on materials created in and for five educational contexts, and investigate the orthographic or spelling systems developed in each setting. Choices about orthography are guided by linguistic and non-linguistic considerations. They are sensitive to matters of prestige and identity, and new orthographic conventions are subject to comparison with ‘correct’, ‘standard’ spellings. We explore the processes, motivations and rationale that drive choices for the orthographic conventions and the diverse outcomes in the five settings.
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Sebba, Mark. "Informal orthographies, informal ideologies spelling and code switching in British Creole." Cadernos de Linguagem e Sociedade 2, no. 1 (November 22, 2010): 85. http://dx.doi.org/10.26512/les.v2i1.2952.
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This paper is concemed with the written representation of British Creole (a local British variety of Jamaican Creole) which has no standard orthography. Original writing is published from time to time (and we can assume that much unpublished writing goes on as well) using modified Standard English orthographies made up by the original writers. The paper examines what writers actually do when they write Creole and links this to an implicit ideology of "subversion" of the Standard Orthography rather than subservience to it. Some proposals are made up for moving toward a norm for spelling British Creole.
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Murphy, Kimberly A., and Emily A. Diehm. "Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 544–60. http://dx.doi.org/10.1044/2020_lshss-19-00050.
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Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687
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Rajah-Carrim, Aaliya. "Choosing a spelling system for Mauritian Creole." Journal of Pidgin and Creole Languages 23, no. 2 (September 17, 2008): 193–226. http://dx.doi.org/10.1075/jpcl.23.2.02raj.
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Mauritian Creole (Kreol) is a French-lexified creole spoken on post-colonial and multilingual Mauritius. Although it is extensively used, it has not been officially standardised. The choice of a given orthography reflects language beliefs and is therefore ideologically loaded. More specifically, the way creoles are standardised can reflect the bias towards these languages which are seen as inferior to, and dependent on, their lexifiers. In the Mauritian case, this issue is especially significant because there are now efforts to devise an official standard for the language. In 2004, the Government set up a committee to develop a standard orthography for MC. This paper considers use of, and attitudes to, written Kreol. The material presented is based on interviews conducted in Mauritius and participant observation. Although interviewees do not make extensive use of Kreol in written interactions, they tend to support the promotion of literacy in the language. Responses highlight the tension between Kreol and the colonial languages — English and French — and also the role of Kreol as an index of national identity. Our findings confirm that the choice of an orthographic system reflects linguistic and social hierarchies. I conclude that this study has practical social implications for the standardisation of Kreol.
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Honeybone, Patrick, and Kevin Watson. "Salience and the sociolinguistics of Scouse spelling." English World-Wide 34, no. 3 (October 11, 2013): 305–40. http://dx.doi.org/10.1075/eww.34.3.03hon.
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In this article we investigate a phenomenon in which non-standard spelling is normal in professionally produced, published English. Specifically, we discuss the literary genre of Contemporary Humorous Localised Dialect Literature (CHLDL), in which semi-phonological spellings are used to represent aspects of non-standard varieties. Our aims are twofold: 1) we provide, by example, a framework for the quantitative analysis of such types of dialect orthography, which treats respellings as linguistic variables, and 2) we argue that this type of quantitative analysis of CHLDL can shed light on which phonological features are sociolinguistically salient in a given variety, as long as we bear in mind both what is possible orthographically and the phonological status of the dialect features involved. We explore these issues by investigating a corpus of ‘folk phrasebooks’ which represent the variety of English spoken in Liverpool (Scouse), in the north-west of England.
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Yildiz, Yasemin. "Explaining the orthography–phonology interface in written corpora: an Optimality–Theoretic approach." Corpora 12, no. 2 (August 2017): 181–205. http://dx.doi.org/10.3366/cor.2017.0116.
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This paper has two goals. The first goal is to contribute to the literature of Second Language Writing Systems (L2WS) by focussing on the British University in Dubai (BUiD) and the Arab Learner Corpus (BALC). The second is to demonstrate the close orthography–phonology interface in L2WS and critically address the issue of reform in a script. Unlike previous studies, which provide a holistic and descriptive analysis of all possible spelling errors of Arab learners of English (e.g., Haggan, 1991 ; and Randall and Groom, 2009 ), this study is different in two ways. First, BALC will be interpreted within a markedness framework and a constraint-based theory known as Optimality Theory. Second, particular emphasis will be given to the erroneous spelling forms which appear in lexical items exclusively with complex onset and coda clusters at the phonological level. The motive for this study is to look beyond spelling errors and bridge linguistic theory with learner corpora. The sub-corpora will be identified and categorised by using the Wmatrix3 program ( Rayson, 2003 , 2005 ). The fulfilment of the above goals will provide new insights for researchers and teachers who are working closely in the areas of L2WS and learner corpora.
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Geva, Esther, Lesly Wade-Woolley, and Michal Shany. "The Concurrent Development of Spelling and Decoding in Two Different Orthographies." Journal of Reading Behavior 25, no. 4 (December 1993): 383–406. http://dx.doi.org/10.1080/10862969309547827.
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The hypothesis that differences between first language (L1) and second language (L2) reading and spelling profiles could be accounted for by lack of proficiency in the L2 or differences in orthographic complexity was explored in a longitudinal study of 45 children acquiring reading and spelling skills concurrently in English (L1) and Hebrew (L2). The children were tested in Grades 1 and 2 on literacy measures in both languages. Neither of these explanations alone sufficed to explain the development of reading and spelling in the two languages. The less complex Hebrew orthography facilitated subjects' decoding performance, but failed to maintain that facilitation in spelling. Depressed second language effects were apparent in spelling but not in decoding, which actually favoured the subjects' L2. Developmental findings showed that, despite L1-L2 differences in orthographic complexity and language proficiency, the profiles of emergent spelling in both languages are strikingly similar. The rate of acquisition of conventional spelling, however, differentiates L1 from L2 performance.
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Cahill, Lynne, Carole Tiberius, and Jon Herring. "PolyOrth." Written Language and Literacy 16, no. 2 (September 3, 2013): 146–85. http://dx.doi.org/10.1075/wll.16.2.02cah.
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The relationship between orthography, phonology and morphology varies with different languages and writing systems. These relationships are by no means random. They follow rules, albeit with exceptions, even for relatively irregular languages like English. In this paper, we present the PolyOrth approach to representing these relationships, which definines orthographic forms in terms of their phonological and morphological correspondences within inheritance lexicons. The approach involves defining Finite State Transducers (FSTs), but in a much more subtle way than traditional speech-to-text or text-to-speech transducers. We define FSTs to provide phoneme to grapheme mappings for onsets, peaks and codas, as well as a grapheme to grapheme FST which defines spelling rules. We demonstrate the approach applied to English, Dutch and German. These three languages are interesting because they share many features of all three levels (orthography, morphology and phonology) whilst also demonstrating significant differences. This allows us to illustrate not only a range of different orthography/ phonology/ morphology relationships within languages but also the possibility of sharing information about such mappings across languages.
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van Berkel, A. J. "Leren Spellen in Engels als Vreemde Taal." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 145–51. http://dx.doi.org/10.1075/ttwia.64.15ber.
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What makes it possible for learners of English as a second language to learn how to spell this complex system, without any instruction about phoneme-grapheme correspondences or rules? The author shows that a graphotactic description of English orthography reveals many systematic visual patterns. L2 learners appear to be sensitive to these patterns. This may explain how they acquire the spelling system: by picking up visual patterns.
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Kelly-Holmes, Helen. "Spelling Trouble? Language, Ideology and the Reform of German Orthography." Journal of Sociolinguistics 10, no. 2 (April 2006): 267–70. http://dx.doi.org/10.1111/j.1360-6441.2006.0327f.x.
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Olivo, Warren. "Phat Lines." Written Language and Literacy 4, no. 1 (March 19, 2001): 67–85. http://dx.doi.org/10.1075/wll.4.1.05oli.
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This paper focuses on the spelling conventions used in a corpus of written rap music lyrics intended for public consumption. The non-standard spellings evident in this corpus are used deliberately for various purposes, one of which is to graphically represent the phonological and syntactic features of African American Vernacular English (AAVE). This use of non-standard orthography can be seen as a way for the writer to demonstrate a positive evaluation of the non-standard speech forms that characterize rap music performances. Other non-standard spellings bear no relation to the grammar or phonology of AAVE. However, through the use of processes such as “inversion”, these non-standard spellings invoke alternative meanings while simultaneously calling attention to the arbitrariness of dominant spelling conventions. It is argued that, overall, the non-standard spelling conventions employed in rap music lyrics function to create and sustain hip-hop culture as an “anti-society”.
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Jansen, Frank, and E. van der Geest. "Onaantastbaar Engels. De Houding Tegenover Vernederlandste Spelling Van Engelse en Franse Leenwoorden." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 48–58. http://dx.doi.org/10.1075/ttwia.35.05jan.
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The official rules for the orthography prescribe dutchified forms for some loanwords and source language orthographies for others. Experts feel that this deficiency of the spelling system is the most obvious candidate for a forth-coming revision. In this paper we examine a source of variation in orthographies that has received relatively little attention: differences in status of the cultures the source language are associated with. The results of a series of parallel experi-ments are discussed, in which Dutch youngsters gave their opinions about dutchified English and French loanwords. The subjects disliked the adaptation of English words significantly more than the adaptation of French words. We explain this result by assuming a correlation between the high status which the Anglo-American culture has for Dutch adolescents, and a perceived inviola-bility of the words borrowed from the English language.
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CHANG, Minyoung, and Chikako SHIGEMORI BUČAR. "Korean Orthography of Loanwords and spelling problems with proper nouns from Slovenia." Acta Linguistica Asiatica 9, no. 2 (July 30, 2019): 117–44. http://dx.doi.org/10.4312/ala.9.2.117-144.
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This paper firstly introduces The Korean Orthography of Loanwords and its history. Recently with more cultural and economic exchanges between Korea and Slovenia, the Korean Orthography guidelines for Slovene words are needed to guide words of Slovene origin when settling in Korean. Although Serbo-Croatian is not an official language of Slovenia, some Slovene words are currently written in Korean according to the guidelines for Serbo-Croatian in KOL. Therefore, we exam the current Korean orthography examples of Slovene words and suggest amendments based on the origin pronunciation. In order to avoid further confusion and to provide the foundation of Korean Orthography of Slovene words, we firstly demonstrated a comparison table of Slovene alphabet (abeceda) and Korean alphabet (Hangeul) supported with examples of Slovene words, and then suggested detailed guidelines on how to write Slovene words in Hangeul.
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Dangin, Dangin, and Nurvita Wijayanti. "THE STUDY OF ENGLISH PHONOLOGICAL ERRORS OF ADVANCED SECOND LANGUAGE LEARNERS IN PRONOUNCING SIMILARLY-SPELLED WORDS." Lire Journal (Journal of Linguistics and Literature) 2, no. 1 (August 25, 2018): 29–34. http://dx.doi.org/10.33019/lire.v2i1.20.
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The phenomenon of phonological error as the common sense in pronouncing the words not only happens among beginners but also among the advanced English learners. The English learners are also active speakers who use English as their second language used such as in a formal situation. They tend to pronounce the same for words that have same spelling as other words in most parts of the words or even thewhole words but of different parts of speech. The present writers’ study tries to answer the question on how the English learners’ pronunciation is influenced by words with the same spelling. The participants of the study were Indonesian college students who learned English at the advanced level. In order to get the data, they were given word lists that contained a number of words and then asked to pronounce them. These words were suspected as common mistakes pronounced by the advanced learners. For example the word ‘determine’ is pronounced the same as the word ‘mine’, the word ‘preface’ is pronounced as ‘face’. In this study, the result reveals that the English learners tend to pronounce the words that refer to other words that contain the same orthography. Orthographically, the words and part of the words have the same spelling but they do not share the same pronunciation. Therefore, this error is commonly found among English learners even among those of the advanced level.
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ROLLINGS, ANDREW. "System and chaos in English spelling: the case of the voiceless palato-alveolar fricative." English Language and Linguistics 7, no. 2 (October 29, 2003): 211–33. http://dx.doi.org/10.1017/s1360674303001084.
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This article explores the orthographic labyrinth surrounding the phoneme often spelt <sh>, and looks for a path or network of paths through it. The aim is to offer a microcosm of what is still lacking in the literature, namely a highly detailed and explanatory account of all spellings of all phonemes, in which the various factors that have affected spellings (and more interestingly their relationships with spoken forms) are granted their importance. The purpose of such a full account would be to facilitate better understanding of how the orthography functions, which should in turn be of interest to linguists and teachers.In accounting for the orthographic complexities concerning /∫/, reference is made to phonological matters such as palatalization and underlying forms, and also to general ones such as position in word, following phonemes and language of origin of loanwords. Rules are given, using formulaic notation, and exceptional spellings are listed and commented on.
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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 (July 12, 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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Silveira, Rosane. "PL2 production of english word-final consonants: the role of orthography and learner profile variables." Trabalhos em Linguística Aplicada 51, no. 1 (June 2012): 13–34. http://dx.doi.org/10.1590/s0103-18132012000100002.
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The present study investigates some factors affecting the acquisition of second language (L2) phonology by learners with considerable exposure to the target language in an L2 context. More specifically, the purpose of the study is two-fold: (a) to investigate the extent to which participants resort to phonological processes resulting from the transfer of L1 sound-spelling correspondence into the L2 when pronouncing English word-final consonants; and (b) to examine the relationship between rate of transfer and learner profile factors, namely proficiency level, length of residence in the L2 country, age of arrival in the L2 country, education, chronological age, use of English with native speakers, attendance in EFL courses, and formal education. The investigation involved 31 Brazilian speakers living in the United States with diverse profiles. Data were collected using a questionnaire to elicit the participants' profiles, a sentence-reading test (pronunciation measure), and an oral picture-description test (L2 proficiency measure). The results indicate that even in an L2 context, the transfer of L1 sound-spelling correspondence to the production of L2 word-final consonants is frequent. The findings also reveal that extensive exposure to rich L2 input leads to the development of proficiency and improves production of L2 word-final consonants.
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Bird, Steven. "Orthography and identity in Cameroon." Written Language and Literacy 4, no. 2 (November 8, 2001): 131–62. http://dx.doi.org/10.1075/wll.4.2.02bir.
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The tone languages of sub-Saharan Africa raise challenging questions for the design of new writing systems. Marking too much or too little tone can have grave consequences for the usability of an orthography. Orthography development, past and present, rests on many sociolinguistic issues having little to do with the technical phonological concerns that usually preoccupy orthographers. Some of these issues are familiar from the spelling reforms which have taken place in European languages. However, many of the issues faced in sub-Saharan Africa are different, being concerned with the creation of new writing systems in a multi-ethnic context — involving residual colonial influences, the construction of new nation-states, detribalization vs. culture preservation and language reclamation. Language development projects which crucially rely on creating or revising orthographies may founder if they do not attend to the various layers of identity (colonial, national, ethnic, local, or individual) that are indexed by orthography. This study reviews the history and politics of orthography in Cameroon, with a focus on tone-marking. The article concludes by calling present-day orthographers to a deeper and broader understanding of orthographic issues.
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Kolibaba, Larysa. "The endings of accusative case of nouns in history of Ukrainian orthography." Ukrainska mova, no. 3 (2020): 28–44. http://dx.doi.org/10.15407/ukrmova2020.03.028.
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The second form of accusative is the ancient original grammatical feature of the Ukrainian language, based on the tradition of folklore. It penetrated to the literary language from the living national language, so it was most consistently preserved verbal colloquial speech and language of fiction. Folk origin of the second form of accusative is reflected by the semantics of nouns used with the ending -a (-я) – these are primarily the names of сoncrete household objects. Instead, nouns – names of abstract concepts of masculine, that it is difficult to personify, in a folk language not so much. Because of this, the functioning of abstract nouns in the form of accusative with the ending -a (-я) is limited. The main criterion that allows the second form of accusative case is semantic. It is based on the rules, presented in all editions of the academic «Ukrainian Spelling», but the register of nouns it was «let» to have this form was uneven, it was constantly narrowed, that predefined by socio-political conditions of functioning of the Ukrainian language at different time periods. Analysis of scientific and lexicographic sources from the beginning of the XX century and to this day it gives grounds to attribute the form of accusative case on -a (-я) to «repressed», artificially restricted in use. The difficult and regressive way of its normalization, besides lexicographic sources, is also attested by Ukrainian spellings of different years of publication. The most complete list of nouns – the names of uncreatures of masculine of the second declension and the most fundamental rule for their endings in accusative of singular, based on a well-defined semantic criterion, is given in the «Ukrainian spelling» of 1928. Only in this edition for nouns – names of uncreatures of masculine of the second declension that is the names of concrete objects, as only correct and only the possible ending is -a (-я). Also in it, among the nouns of masculine of the second declension, in particular and the names of uncreatures, the prepositional constructs of the second accusative case are presented. From the «Ukrainian Spelling» of 1933 to its most recent edition in 2019, the prescription for the use of accusative case with the ending -a (-я) has a form of a note (or rather – an exception) and fixes as normative two parallel morphological forms of accusative case of singular– on -a (-я) and with zero ending. Researches of modern scientists, based on theoretical and lexicographic work 20–30th of ХХ of century and the language practice of the Ukrainian people from ancient times to the present, formed an objective basis for the revival of this multi-hundred-year tradition of the Ukrainian language in all functional and stylistic spheres of everyday life of the Ukrainian language, taking into account that text of note in relation to the second form of accusative, offered in the new release of the «Ukrainian Spelling» in 2019, it is needed to correct and extend, in particular to give more detailed list of lexico-semantic groups of nouns, for that the second form of accusative is an organic morphological feature, substantially to complement the register of nouns-illustrations, change placed the sequence of disposition of wordforms with a zero ending and ending -а (-я) and the note itself transformed into a rule. Keywords: accusative case, the second form of accusative case, the second accusative, genitive case, nominative case, nouns – the names of uncreatures of masculine of the second declension, ending -а (-я), zero ending.
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Salas, Naymé, and Markéta Caravolas. "Dimensionality of Early Writing in English and Spanish." Journal of Literacy Research 51, no. 3 (July 18, 2019): 272–92. http://dx.doi.org/10.1177/1086296x19858146.
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Writing development is understood to be a multidimensional task, heavily constrained by spelling in its early stages. However, most available evidence comes from studies with learners of the inconsistent English orthography, so our understanding of the nature of early writing could be highly biased. We explored writing dimensions in each language by assessing a series of text-based features in children’s texts between mid-Grade 1 to mid-Grade 2. Results revealed that two constructs, writing conventions and productivity, emerged in both languages, but the influence of orthographic consistency started to be evident in the later time points. Other constructs of text generation seemed to emerge later and were less stable over time. The article thus highlights the language-general underpinnings of early text-writing development and the impact of orthographic consistency; furthermore, it strengthens the view that some writing components develop before others. We discuss implications for the assessment of early written products.
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Zlateva, Zhaneta, Milen Tomov Tomov, and Tatyana Aleksandrova. "110 години от рождението на чл.-кор. проф. Любомир Андрейчин / On the Occasion of the 110th Anniversary of the Birth of Corresponding Member Prof. Lyubomir Andreychin." Journal of Bulgarian Language 67, no. 03 (November 30, 2020): 13–26. http://dx.doi.org/10.47810/bl.67.03.02.
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The paper deals with the main contributions to Bulgarian linguistics made by Prof. Lyubomir Andreychin. The authors highlight his innovative methods of research in Modern Standard Bulgarian and his understanding of the grammatical categories of the Bulgarian verb system, in particular. They go on to outline his theoretical views on orthography and the normativisation of Bulgarian spelling, emphasising his exceptional contribution to this area. Finally, the authors discuss Prof. Andreychin’s contributions to the study of the history of Modern Standard Bulgarian. Keywords: Prof. Lyubomir Andreychin, Bulgarian language, Bulgarian grammar, history of Modern Bulgarian, orthography
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Kornilov, N. V. "From the History of Teaching Spelling at School: Method of «Сacography» in the Methodological Heritage of P. M. Perevlessky." Russian language at school 81, no. 1 (January 22, 2020): 45–52. http://dx.doi.org/10.30515/0131-6141-2020-81-1-45-52.
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In this article, the author refers to the methodological heritage of a Russian philologist of the 19th century P. M. Perevlessky. In his book «Practical orthography with preliminary comments» (1842), P. M. Perevlessky proposed a “proofreading exercises” (carefully checking a text for errors) as practice techniques for learning orthography for schoolchildren. He emphasized the close relationship between spelling and grammar. After the publication of his book, the term «cacography» was introduced into scientific parlance, which is also used in modern methodology of teaching the Russian language. The author notes that there are still supporters and opponents of “proofreading practice”.
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Sudaryanto, Sudaryanto, and Hermanto Hermanto. "The Use of Indonesian/Malay Orthography in Tempo Doeloe Advertisement and Its Implication for Indonesian Learning." TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA 2, no. 1 (April 18, 2018): 58. http://dx.doi.org/10.31002/transformatika.v2i1.553.
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<p>In terms of the history of its compilation, the Indonesian language has applied two of the four existing spellings, the Spelling van Ophuijsen and Spelling Suwandi or Spelling Republican. The Spelling of van Ophuijsen was coined by Charles Adriaan van Ophuijsen, a Dutch scholar of Malay, who compiled the book <em>Kitab Logat Melajoe</em> (1901). After Independence in 1945, the next two years, the Spelling Suwandi or Republican Spelling, based on Surat Keputusan No. 264/Bhg.A, date 19 March 1947, signed by Menteri Pengajaran, Pendidikan, dan Kebudayaan Mr. Soewandi. This research uses a qualitative-descriptive method. The data analyzed in the form of advertising <em>tempo doeloe</em> from the website www.wajibbaca.com. These advertisings, once analyzed, use a lot of Spelling van Ophuijsen and Spelling Suwandi or Spelling Republican. The result of this research is Spelling van Ophuijsen marked font <em>oe</em>, <em>dj</em>, and diacritic marks. Meanwhile, the Spelling of Suwandi has marked the font <em>u</em> substitute <em>oe</em> and the repeated word with number <em>2</em>. Spelling in an advertisement can be used in lecture Indonesian (Bahasa Indonesia).</p>
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Fabrycy, Małgorzata. "Les emprunts à l’anglais touchés par la réforme orthographique et leur variation dans la presse canadienne en ligne." NEO 32 (December 23, 2020): 258–79. http://dx.doi.org/10.31261/neo.2020.32.14.
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This article examines if and how the recommendations of the spelling reform from 1990 are applied and used in practice. We have focused especially on the loanwords namely anglicisms in the Canadian French and their employment in the Canadian press in electronic format. For that purpose, we wanted to depict certain details of the spelling reform concerning words of foreign origin, and more precisely those which are borrowed from British and American English. We have also concentrated our attention on the difficulties of French grammatical system, comparing it with the Italian and Spanish grammatical systems in order to illustrate the level of complexity of the French language. To demonstrate and verify the usage of the rules recommended by the reform of French orthography, we have chosen several online versions of Canadian daily press.
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Brooks, Maneka Deanna. "“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals." Journal of Literacy Research 49, no. 3 (June 14, 2017): 342–70. http://dx.doi.org/10.1177/1086296x17714016.
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This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student’s linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling—the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student’s alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes.
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Masorong, Sharifa Khalid. "A Error Analysis Performed on English 230 Students’ Elpt Compositions: A Basis for A Proposed Intensive Grammar Enrichment." Randwick International of Education and Linguistics Science Journal 2, no. 2 (June 30, 2021): 183–89. http://dx.doi.org/10.47175/rielsj.v2i2.260.
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The language of the humankind is linked to the creation of meaning and expressions of human behaviors and emotions. Language is said to manipulate and persuade people’s perception of ‘reality’ (Holmes, 2013). The reality—social and linguistic landscapes— that people construct is affected by the linguistic choices members of the community make.
This research investigated the possibility of a Meranaw uniform orthography in terms of the word spelling and symbols by examining the varieties of the language in terms of its lexicons. Understanding varieties can unlock answers questions regarding variety’s causes and its contribution to the development of the language in terms of orthography—which can actually help Meranaw writers extend studies on other components of the language. These factors contributed to the direction of this paper as it attempted to investigate the sprouting of the varieties and its lexical changes. The findings of the study revealed that even though there were Meranaw lexical variants, it does not hinder the communication to be effective. The paper also showed that Meranaw lexical variants are mutually intelligible among the surveyed Meranaw communities. Mutual intelligibility suggests that language is convention--- meaning that even if there are varieties, the Meranaw language itself serve as a unifying link in keeping a society intact. The Meranaw language brings together one culture and its usage is a means to express community’s style in an effort to create a social reality. This reality allows them to express their thoughts and ideas through their language
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Condorelli, Marco. "Irregularity of the 'ie' spellings in West Saxon English: Remarks on variation in third-person pronouns." SELIM. Journal of the Spanish Society for Medieval English Language and Literature. 24, no. 1 (September 12, 2019): 29. http://dx.doi.org/10.17811/selim.24.2019.29-52.
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Orthographic consistency was rarely maintained in most Old English varieties, because the language system was relatively new and spelling norms took time to develop.While full standardisation is never expected in Old English, the understanding of factors underlying patterns of regularity and irregularity are paramount for a full grasp of issues pertaining to authorship, textuality and other linguistic and non-linguistic levels of analysis. These notes explore spelling irregularity in material from West Saxon dialects, bringing comparative examples of variation in spelling between early West Saxon (eWS) <ie> and late West Saxon (lWS) <y>. West Saxon generally stands up for its emphasis on some degree of orthographic standardisation and yet appears to display interesting patterns of variation. The focus of my notes will be on particular instances of spelling inconsistencies, with special attention to a specific category of words where <ie> appears to vary more frequently, namely third-person pronouns. For my exploratory analysis, various witnesses of the Anglo-Saxon Chronicle (i.e. examples of eWS and lWS texts) were compared. The data was collected from different sections of an orthography-friendly edition of four different manuscripts, MSA (Bately 1986), MSB (Taylor 1983), MSC (O’Brien O’Keefe 2001) and MSD (Cubbin 1996), and compared with digital copies of the original manuscripts. The latter part of these notes points to some of the factors which could explain the features detected, with an exhortation for future researchers to build on some of the ideas proposed and explore new territory.Keywords: Old English; spelling; pronouns; variation; early West Saxon; late West Saxon
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Wu, Zhen. "Early Mandarin loanwords in contemporary English." English Today 36, no. 1 (June 24, 2019): 23–29. http://dx.doi.org/10.1017/s0266078419000208.
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English vocabulary has expanded over centuries by ‘borrowing’ lexical items from other languages (Katamba, 2005; Durkin, 2014). Compared with European languages, non-European languages are never major sources of word borrowing in English, with Chinese staying even more peripheral. Scholars have recorded no more than a few hundred English words of Chinese origin. This, however, does not make it easier to study the etymology and semantics of Chinese loanwords. The complication arises from the various source dialects from which Chinese words were borrowed (Mandarin, Cantonese, Amoy, Hokkien, etc.) and also from transcription processes, in which Chinese logograms are ‘romanised’ into phonetic representations so as to be readable for English speakers. It is a procedure easily affected by the transcribers' own cognition and the transcription systems employed, and the arbitrariness of the above variables contributes much to the fact that the orthography of Chinese loanwords, especially those entering the English language early, are prone to changes. This article aims to shed some light on how the ways of transcription may affect the spelling of Chinese loanwords.
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Kopaczyk, J. "Christopher Upward and George Davidson. The History of English Spelling." International Journal of Lexicography 27, no. 2 (April 10, 2014): 171–75. http://dx.doi.org/10.1093/ijl/ecu005.
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SOONKLANG, TASANAWAN, ROBERT I. DAMPER, and YANNICK MARCHAND. "Multilingual pronunciation by analogy." Natural Language Engineering 14, no. 4 (October 2008): 527–46. http://dx.doi.org/10.1017/s1351324908004737.
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AbstractAutomatic pronunciation of unknown words (i.e., those not in the system dictionary) is a difficult problem in text-to-speech (TTS) synthesis. Currently, many data-driven approaches have been applied to the problem, as a backup strategy for those cases where dictionary matching fails. The difficulty of the problem depends on the complexity of spelling-to-sound mappings according to the particular writing system of the language. Hence, the degree of success achieved varies widely across languages but also across dictionaries, even for the same language with the same method. Further, the sizes of the training and test sets are an important consideration in data-driven approaches. In this paper, we study the variation of letter-to-phoneme transcription accuracy across seven European languages with twelve different lexicons. We also study the relationship between the size of dictionary and the accuracy obtained. The largest dictionaries of each language have been partitioned into ten approximately equal-sized subsets and combined to give ten different-sized test sets. In view of its superior performance in previous work, the transcription method used is pronunciation by analogy (PbA). Best results are obtained for Spanish, generally believed to have a very regular (‘shallow’) orthography, and poorest results for English, a language whose irregular spelling system is legendary. For those languages for which multiple dictionaries were available (i.e., French and English), results were found to vary across dictionaries. For the relationship between dictionary size and transcription accuracy, we find that as dictionary size grows, so performance grows monotonically. However, the performance gain decelerates (tends to saturate) as the dictionary increases in size; the relation can simply be described by a logarithmic regression, one parameter of which (α) can be taken as quantifying the depth of orthography of a language. We find that α for a language is significantly correlated with transcription performance on a small dictionary (approximately 10,000 words) for that language, but less so for asymptotic performance. This may be because our measure of asymptotic performance is unreliable, being extrapolated from the fitted logarithmic regression.
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Yule, Valerie. "Why spelling matters." English Today 30, no. 4 (November 11, 2014): 59–61. http://dx.doi.org/10.1017/s0266078414000029.
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Does spelling matter? Simon Horobin says that it matters because spelling shows ‘the richness of our language and its history’. He argues for retaining spelling unchanged as a testimony to the ‘richness of our linguistic heritage and a connection with our literary past’. His book shows that until the last two hundred years it was constantly changing, but ‘rather than lamenting the inconsistencies and complexities of English spelling’, Horobin traces ‘how these developed and what they tell us about the fascinating history of our language’.
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Bassetti, Bene, Mirjana Sokolović-Perović, Paolo Mairano, and Tania Cerni. "Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs." Language and Speech 61, no. 4 (June 18, 2018): 577–97. http://dx.doi.org/10.1177/0023830918780141.
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Research shows that the orthographic forms (“spellings”) of second language (L2) words affect speech production in L2 speakers. This study investigated whether English orthographic forms lead L2 speakers to produce English homophonic word pairs as phonological minimal pairs. Targets were 33 orthographic minimal pairs, that is to say homophonic words that would be pronounced as phonological minimal pairs if orthography affects pronunciation. Word pairs contained the same target sound spelled with one letter or two, such as the /n/ in finish and Finnish (both /ˈfɪnɪʃ/ in Standard British English). To test for effects of length and type of L2 exposure, we compared Italian instructed learners of English, Italian-English late bilinguals with lengthy naturalistic exposure, and English natives. A reading-aloud task revealed that Italian speakers of EnglishL2 produce two English homophonic words as a minimal pair distinguished by different consonant or vowel length, for instance producing the target /ˈfɪnɪʃ/ with a short [n] or a long [nː] to reflect the number of consonant letters in the spelling of the words finish and Finnish. Similar effects were found on the pronunciation of vowels, for instance in the orthographic pair scene-seen (both /siːn/). Naturalistic exposure did not reduce orthographic effects, as effects were found both in learners and in late bilinguals living in an English-speaking environment. It appears that the orthographic form of L2 words can result in the establishment of a phonological contrast that does not exist in the target language. Results have implications for models of L2 phonological development.
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Cahill, Lynne. "What are the “phonemes” in phoneme-grapheme mappings?" Written Language and Literacy 20, no. 1 (October 6, 2017): 104–27. http://dx.doi.org/10.1075/wll.20.1.06cah.
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Abstract The CELEX lexical database (Baayen, Piepenbrock & van Rijn 1995) was developed in the 1990s, providing a database of the syntactic, morphological, phonological and orthographic forms of between 50,000 and 125,000 words of Dutch, English and German. This database was used as the basis for the development of the PolyLex lexicons, which included syntactic, morphological and phonological information for around 3,000 words of Dutch, English and German. Orthographic information was subsequently added in the PolyOrth project. The PolyOrth project was based on the assumption that the underlying, lexical phonological forms could be used to derive the surface orthographic forms by means of a combination of phoneme-grapheme mappings and sets of autonomous spelling rules for each language. One of the complications encountered during the project was the fact that the phonological forms in CELEX were not always genuinely underlying forms which made deriving the orthographic forms tricky. This paper discusses the nature and status of underlying phonological forms, their relation to orthography and the issues of finding this information in databases.
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El-Sattar, Ibrahim Abd. "Remarks on the Orthography of Word rm ṯ in the Old Kingdom." Zeitschrift für Ägyptische Sprache und Altertumskunde 148, no. 1 (June 1, 2021): 1–11. http://dx.doi.org/10.1515/zaes-2021-0105.
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Summary This paper investigates the orthographies of the word rmṯ in the Old Kingdom and the factors impacting them. It is based on a survey of texts that include this word. It aims to identify features of spelling originality and means of dissemination of orthographical forms. The study also urged with its pronunciation, its plurality and singularity, the nature and significance of its determinatives. Finally, the study concluded that there is an obvious orthography-system of this word which could be geographically, and chronology traced.
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Nnamdi-Eruchalu, Geraldine Ifesinachi. "Anglicization of Written Igbo Personal and Place Names: A Sociolinguistic Study." Advances in Social Sciences Research Journal 8, no. 7 (August 7, 2021): 501–15. http://dx.doi.org/10.14738/assrj.87.10384.
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The Igbo people are at the verge of losing their language, culture and identity to the English Language [Azuonye 2002, Asonye 2013, Emeka-Nwobia 2020]. This work aims at investigating into the Anglicization of written Igbo personal and place names with a view to highlighting the extent of spellings and pronunciation inconsistencies, discover what impact it has on the learning and development of the language, and discover ways the attitude of the people can be changed towards the language to forestall its death. It argues that the spelling inconsistencies it introduced to the language is a source of challenge to learners, the majority of whom already have negative attitude towards the language. Ogbalu [1974], Oruchalu [1979] and Okodo [2008] made lists of anglicized names with their correct Igbo spellings, and decried the practice. The data for this research were collected from personal experiences, class lists, radio and television programmes, the internet, social and print media, and interviews. It concludes that a change in the attitude of the people towards their language, culture and identity as well as total implementation of the Onwu Orthography with regards to the spelling of personal and place names will complement the efforts being made to sustain the language.
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Okoh, Harriet. "The English in Ghana: British, American or Hybrid English?" Studies in English Language Teaching 7, no. 2 (April 26, 2019): 174. http://dx.doi.org/10.22158/selt.v7n2p174.
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<p><em>As a result of colonization of the British, the English used in many African countries and for that matter Ghana, is the British standard variety. However, the English used in Ghana, appears to have been invaded by the American English. This poses a problem as both teachers and students especially at the senior high school level confuse themselves about which word or spelling is right and vice versa. This study thus seeks to investigate students’ awareness of this invasion, the extent of the invasion and also to ascertain which of the aspects of the language has been much influenced by the American variety. The underpinning framework for this study is Kachru’s (1985) concentric model to situate the type of English used in Ghana. A sample size of 100 Students of English Education Department of University of Education, Winneba was selected for the study. The data was a secondary one: a random collection of vocabulary. Test, interview and questionnaire were also employed to gather other related data for the study. Both qualitative and quantitative approaches were used to analyse the data with precedence on qualitative analysis and the findings were thematically presented. The results indicate that although students use both American and British English together, they have little knowledge about the differences between them, especially, with the vocabulary aspect. Students have fair knowledge about the differences between the two varieties as regards the orthography aspect. These findings have implications on the teaching of English language and on examination issues in the country. It also informs writers of various educational materials about what variety to use.</em></p>
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Mokroborodova, Larisa. "The “New Spelling” of Russian on the Internet in Relation to Phonetics and Orthography." Scando-Slavica 54, no. 1 (October 2008): 62–78. http://dx.doi.org/10.1080/00806760802494190.
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Yadav, Manoj Kumar, and Meenakshi Sharma Yadav. "An Overview on the Impacts and Strategies of Morphology in English Language Teaching to the L2 Learners." International Journal of Language and Literary Studies 3, no. 1 (March 30, 2021): 262–70. http://dx.doi.org/10.36892/ijlls.v3i1.550.
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This article presents a scientific-discourse and overview systematically on the word-formation that how the impacts and strategies of morphology produce the significant enrolment in the productive-pedagogies to teach and enhance the different parameters and paradigms of vocabulary’s re-structure and lexicography. The determinations of researchers define and describe the mechanism of affix morphemes (derivational and inflectional) in the formation of new words with the complete lexical-semantic meaning and syntactic-structure, which are developed through the general morphological processes in the morphosyntax. This research attempt intends to specify the strategies, knowledge, and information employed by L2 students of tertiary level when they face new words while reading the texts. Even learners have a tendency to ignore a large amount of new vocabulary they encountered due to poor enhancement of the weak vocabulary awareness and immature and traditional pedagogical course policies at their schooling. They must beware of morphological misanalysis and false-etymology. Therefore, the article advocates instructors that L2 students to individual’s phonological awareness, knowledge of orthography (sound-symbol relationships, letter patterns and spelling regularities), knowledge of vocabulary, and visual memory skills. Learners are advised to aware of the enhancement of word theories and all kind of word formations and processes for their productive reading performances, creative writing drafts, figurative expressions and critical thinking lexicologically at the course level.