Relevant bibliographies by topics / French language – Orthography and spelling

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  2. Dissertations / Theses
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Academic literature on the topic 'French language – Orthography and spelling'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "French language – Orthography and spelling"

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Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.

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This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.
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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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Law, James. "Reflections of the French nasal vowel shift in orthography on Twitter." Journal of French Language Studies 32, no. 2 (July 2022): 197–215. http://dx.doi.org/10.1017/s095926952100020x.

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AbstractNon-standard orthography on social media provides a useful supplementary data source for sociophonetic research. Regarding an ongoing chain shift in Northern Metropolitan French nasal vowels, spellings reflecting shifted vowel targets are observed on Twitter. These non-standard spellings, e.g. avont [avɔ̃] for avant /avɑ̃/ ‘before’, provide insight into speakers’ awareness of this change and its lexical distribution. Tweets with shifted and standard spellings of 306 word forms containing the phonemes /ɛ̃/, /œ̃/, /ɑ̃/ and /ɔ̃/ were collected from an 870-million word Internet Archive corpus of French tweets from 2011–2017. Shifted spellings were found for all four vowels and 168 words. The shifted spelling rate is lower than that of comparable variables in English and is not conditioned by stress, grammatical category, frequency, or phonological context, which affect the distribution of shifted nasal vowels in speech. However, frequent words show more indications of intentional misspelling, such as repetition and capitalization of the target vowel, suggesting that some speakers are conscious of the variation and comment on it using salient words. The results also contribute to an ongoing debate about a possible merger between /ɛ̃/ and /œ̃/, supporting the hypothesis of an incomplete merger where /ɛ̃/ shifts towards [ɑ̃] but /œ̃/ does not.
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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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Klekot, Nina. "Eficacia de la política reguladora en el ámbito de la ortografía." Lublin Studies in Modern Languages and Literature 43, no. 4 (December 30, 2019): 15. http://dx.doi.org/10.17951/lsmll.2019.43.4.15-29.

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<p>The given study explores the subject of the effectiveness of the regulatory policy in the field of orthography introduced in recent years by the Royal Spanish Academy, the Polish Language Council and the French Academy. The main purpose of the work is to present the differences between the behaviour of the users of the three languages: Spanish, French and Polish against some normative provisions in the field of orthography and to suggest answers to a few key questions: Who shows the most favourable attitude towards the norms established by the linguistic institutions of their country? In what situations do speakers reject or accept new spelling forms?</p><div> </div>
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Caravolas, Markéta. "Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective." European Psychologist 9, no. 1 (January 2004): 3–14. http://dx.doi.org/10.1027/1016-9040.9.1.3.

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This paper reviews issues and early findings in the cross-linguistic study of alphabetic spelling development. The primary focus is on the effects that differences in orthographic consistency might have on the process of learning to spell across alphabetic writing systems. General characteristics of alphabetic writing systems are summarized, and various indicators of orthographic consistency are discussed for one consistent (Czech) and two inconsistent (English, French) orthographies. Then, against a model of spelling development in English, the results of several studies of spelling development in relatively more consistent orthographies are considered. Together, the current findings suggest that the core component skills underlying spelling development, namely, phonological awareness and letter knowledge, are similar across alphabetic languages. However, the degree of consistency of an orthography seems to play an important mediating role in determining the rate of learning to spell. The extent to which consistency interacts with the processes underlying spelling development cannot yet be determined, however current data suggest that the early learning process is fundamentally similar across alphabetic orthographies.
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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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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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Godin, Marie-Pier, Andréanne Gagné, and Nathalie Chapleau. "Spelling acquisition in French children with developmental language disorder: An analysis of spelling error patterns." Child Language Teaching and Therapy 34, no. 3 (July 1, 2018): 221–33. http://dx.doi.org/10.1177/0265659018785938.

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The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD) group ( n = 16), a group of DLD children matched on spelling skills with the TD group ( n = 8), and a group of DLD children matched on chronological age and phonological awareness skills with their DLD peers ( n = 8), but showing weaker spelling skills. Results indicated that the DLD group matched on spelling skills with the TD group tended to produce more phonologically accurate spellings than the other DLD group. However, the two DLD groups did not differ on phonological awareness skills or vocabulary. Throughout the school year, the TD group and their DLD peers matched on spelling skills tended to add more silent letters in their spelling attempts than the other DLD group. With respect to phase models of spelling acquisition, our findings suggest that more advanced phases – like the orthographic and morphographic literacy phases – can be acquired even if the foundation processes are not well developed.
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Commissaire, Eva, Adrian Pasquarella, Becky Xi Chen, and S. Hélène Deacon. "The development of orthographic processing skills in children in early French immersion programs." Written Language and Literacy 17, no. 1 (April 11, 2014): 16–39. http://dx.doi.org/10.1075/wll.17.1.02com.

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Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of orthographic skills across English and French. Two orthographic processing tasks were administered in both languages: lexical orthographic processing (e.g. choose the correct spelling from people–peeple) and sub-lexical orthographic processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying orthographic processing skill that cuts across measurement and language variables. Keywords: orthographic processing; reading; French immersion; bilinguals; second language learners
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Dissertations / Theses on the topic "French language – Orthography and spelling"

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Guay, Thérèse. "L'adaptation orthographique des anglicismes lexématiques au Québec, perspective historique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49098.pdf.

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Ugen, Sonja. "Acquisition of reading and spelling skills of German-French biliterate children in Luxembourg." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210480.

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The general aim of this longitudinal study was to look at literacy acquisition of multilingual good and poor spellers (hereafter GS and PS) in German and French with a special emphasis on spelling. For this purpose GS and PS were selected in grade 2 in German and followed up to grade 4. The focus was on this period as in Luxembourg literacy is acquired through German from the first grade and written French from grade 3 on. The interval between grades 2 and 4 thus represents a critical period for written second language acquisition. The native language of the children, Germanic (e.g. Luxembourgish) or Romanophone (e.g. Portuguese), adds another linguistic characteristic. Research focused at the development of biliteracy but some multilingual aspects were analyzed.

Abstract The first two studies differentiate between top-level processes related to semantics (e.g. vocabulary) and bottom level processes implied in literacy (e.g. spelling). The first two studies established that the native language has an impact on reading comprehension as Germanic speaking children have an advantage on German tasks and Romanophone children an advantage on French tasks. By contrast, performances on bottom-level processes such as spelling and reading are not influenced by the native language. Structural equation models revealed that German top-level processes did not influence French top-level processes. Concerning bottom-level processes however, there was an influence from one academic year on the following as well as from German on French.

Abstract The last three studies focused on differences between biliterate GS and PS in German and in French. The third study examined the reading and spelling strategies (e.g. the application of orthographic rules) that both groups of children acquired in German and in French. Although GS outperformed PS, their overall reading and spelling performance patterns were different in German than in French. GS applied orthographic rules more systematically than PS in German. In French, both groups were strongly affected by frequency effects. The word frequency effect appeared clearly in French, showing that after one year of instruction children strongly rely on the orthographic lexicon for spelling and do not apply orthographic rules systematically. Study 4 establishes the link between the recognition and production of orthographic features. PS's performance is similar to GS's on orthographic judgments and for spelling they produce the same type of errors, showing GS and PS are sensitive to the underlying regularities of the orthography. However, PS produced more errors overall compared to GS. It seems that GS passed the level of automatic use of the most prominent response, whereas PS use the dominant responses as default spelling. In the last study, the emphasis was on GS and PS in French after two years of instruction in grade 4. GS and PS were re-classified to new groups according to their spelling performance in French. GS in French used more French specific phoneme-to-grapheme correspondences in a nonword dictation than PS. PS in French used more German phoneme-to-grapheme correspondences in the French and German nonword dictation. It seems that PS in French rely more on the phoneme-grapheme correspondences of the first acquired and thus dominant language (German). In the general discussion, the previously presented results are summarized and a theoretical model of bilingual spelling is proposed.
Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished

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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 étrangère
In 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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Blondel, Carole. "Description linguistique et évaluation des capacités orthographiques d'adultes en difficulté avec l'écrit." Thesis, Université Grenoble Alpes, 2020. https://tel.archives-ouvertes.fr/tel-02632800.

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Dans cette thèse, nous nous intéressons aux compétences orthographiques de scripteurs âgés de 16 à 65 ans et résidant en France métropolitaine, qui ont été considérés en difficulté dans le domaine de l’écrit dans l’enquête Information Vie Quotidienne (IVQ) (INSEE, 2011). Le matériau de notre recherche se compose de deux dictées qui reflètent une situation de scription ordinaire (la rédaction d’une liste de courses), qui comportent des mots, des pseudo-mots et des syntagmes nominaux et verbaux. Elles sont issues d’une première enquête d’IVQ et d’une enquête complémentaire que nous avons conduite en 2014. Notre approche s’inscrit dans le cadre de la littératie et vise à mettre en évidence non pas seulement les lacunes de ces publics mais également leurs savoirs et savoir-faire. Notre hypothèse est que l’on peut envisager les compétences orthographiques de scripteurs même en grande difficulté autrement que sous l’angle d’une opposition entre forme correcte et forme erronée, et qu’une analyse plus fine est possible en mobilisant les apports de la linguistique. Nous montrons en particulier comment les scripteurs s’approprient la composante phonographique de l’orthographe : bien que certains soient jugés « illettrés » selon l’enquête IVQ, ils ont développé des connaissances sur le système orthographique du français, à la fois dans ses régularités et ses spécificités. Notre recherche se veut ainsi un préalable servant à mieux outiller les actions de formation par la prise en compte des difficultés des scripteurs de manière plus ciblée et par la mise en place de diagnostics qui peuvent prendre la forme d’une évaluation de type dictée, mais en travaillant sur le choix des items en regard des résultats de notre étude sur les niveaux de compétence à l’écrit des scripteurs en difficulté
In this thesis, we are interested in the spelling abilities of writers aged 16 to 65 living in metropolitan France, who were considered to be in difficulty with writing according to the IVQ survey (INSEE, 2011). The material of our research consists of two dictations that reflect a situation of ordinary scription (the writing of a shopping list), which include words, pseudo-words and noun and verbal phrases. They come from a first IVQ survey and a complementary survey that we conducted in 2014. Our approach is part of the literacy framework and aims to highlight not only the weaknesses of these audiences but also their knowledge and know-how. Our hypothesis is that the spelling abilities of writers even in great difficulty, may be considered from a point of view that differs from the opposition between right and wrong forms, and that a more refined analysis is possible by mobilizing the contributions of linguistics. We show in particular how writers appropriate the phonographic component of spelling: although some are considered "illiterate" according to the IVQ survey, they have developed knowledge about the French spelling system, both in its regularities and its specificities. Our research thus provides a helpful tool for training by taking into account the difficulties of writers in a more targeted way, and by setting up diagnostics that can take the form of a dictated evaluation type, but by working on the choice of items against the results of our study on the writing proficiency levels of writers in difficulty
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Dal, Bo Béatrice. "Aux frontières de la norme : usages linguistiques de scripteurs peu lettrés dans des correspondances de la Grande Guerre." Thesis, Montpellier 3, 2019. http://www.biu-montpellier.fr/florabium/jsp/nnt.jsp?nnt=2019MON30026.

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Ce travail de recherche vise à étudier les usages linguistiques non standard de certains scripteurs peu lettrées pendant la Grande Guerre, à partir de leurs correspondances privées
This work focuses on the non-standard linguistic usages of less-literate writers during the First World War, based on their private correspondence
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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

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Bahsoun, Hayfa. "L’impact des nouvelles technologies de communication écrite sur la production d’écrits des collégiens et lycéens francophones." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL104.

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Technologies de communication écrite et langage numérique sont les clés qui ont ouvert l’espace à une réflexion portant sur l’impact de ces technologies et de ce type de langage sur les écrits des collégiens et lycéens francophones. L’âge de ces jeunes qui correspond à la période de l’adolescence et à sa transformation physiologique, ainsi que l’émergence d’une évolution technologique et l’envahissement des supports numériques (notamment “le smartphone”) ont joué un rôle dans la modification, au moins partielle, de la langue française notamment dans le domaine des écrits scolaires. L’acte d’écrire n’est plus considéré comme réglementé, au contraire, il est devenu oralisé, déréglé, regroupant le son et la graphie, répondant aux désirs rédactionnels des adolescents. Mais certaines variations dans ce nouvel acte d’écriture numérique ne sont pas créées à partir d’un vide, elles reviennent à des formes d’écrit autrefois utilisées dans les écrits traditionnels, ce qui constitue l’un des points importants du sujet de notre recherche. L’impact de l’utilisation des outils numériques sur la qualité de la langue, surtout de l’orthographe, est souvent considéré par le grand public comme néfaste. D’une manière générale, notre objet est défini à travers les études réalisées autour de ce sujet qui n’ont pas affirmé la négativité absolue du nouveau langage numérique sur les productions d’écrits des élèves, c’est pourquoi certaines suggestions sont indiquées pour un meilleur apprentissage de la langue
Written communication technologies and digital language are the keys that have opened the space for reflection on the impact of such technologies and type of language on the writings of francophone college and high school students. The age of these young people, which corresponds to the period of adolescence and its physiological transformation, as well as the emergence of technological evolution and the invasion of digital media (notably "the smartphone") played a role in the modification, at least partially, of the French language, particularly in the field of school writing. The act of writing is no longer considered as regulated, on the contrary, it has become oral-oriented, without rules, grouping together sound and writing and responding to the editorial desires of adolescents. On the other hand, certain variations in this new act of digital writing are not created from vacuum, they trace back to forms of writing formerly used in traditional writings, which constitutes one of the important points of the subject of our research. The impact of the use of digital tools on the quality of language, especially spelling, is often considered by the general public as harmful. In general, our object is defined through the studies carried out around this subject which did not affirm the absolute negativity of the new numerical language on the productions of writings of the students, which is why certain suggestions are indicated for better learning of language
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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Jones, Angela C. "Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246891489.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Jocelyn R. Folk. Keywords: spelling; orthography; serial position. Includes bibliographical references (p. 53-60)
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DAL, BO BEATRICE MARIA DENISE. "Aux frontières de la norme : usages linguistiques de scripteurs peu lettrés dans des correspondances de la Grande Guerre." Doctoral thesis, Università degli studi di Genova, 2019. http://hdl.handle.net/11567/984801.

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The present study aims to investigate a set of non-standard linguistic usages, observed in a corpus of letters written by less-literate writers during the Great War. Its objective is to identify trends and general principles that can shed light on their functioning. The corpus under study consists of texts of private correspondence between the soldiers and their relatives during the Great War, collected as part of the Corpus 14 Project (Steuckardt, dir.). The processing of these archival documents (diplomatic transcription, digital edition in TEI-XML, semantic annotation of named entities) has allowed their publication in open access, ensuring their sustainability, as well as the tool-based exploitation of the data. The linguistic analyses carried out on this corpus take into consideration two dimensions typical of the non-standard usages of less literate writers. Regarding the phenomena related to the use of the written medium, the study has focused on the process of under-segmentation, with an emphasis on the binding of pronominal forms to other morphemes; as for the usages which are specific to a variety of immediate communication, the several uses of the morpheme que (as a pronoun, a conjunction or an adverb) have been investigated. The first case study showed that under-segmentation materializes in forms either fabricated by the writers or attested but not expected in those specific contexts. This process is influenced by two main tendencies linked to the syntactic functions of the pronouns involved in the under-segmentations and to the existence of homophonous-heterographic words. The second case study revealed that the so-called working-class or colloquial uses of the morpheme que are actually quite infrequent. It suggested several explanations to account for them: their existence in older states of the language, the more advanced lexicalization of que with a restrictive meaning, the analogy with similar standard constructions, the expansion on the discursive plane of a syntactic dependency, and the use in writing of common spoken constructions. This study shows that the non-standard linguistic forms observed in the corpus are not random but rely on regular patterns. It emphasizes the need to take into account the usages at the edges of the norm for a comprehensive description of linguistic production.
Le présent travail a pour objectif d’étudier certains usages linguistiques non standard, observés dans un corpus d’écrits de scripteurs peu lettrés de la Grande Guerre, afin de tenter de dégager les tendances et les principes généraux qui éclairent leur fonctionnement. Le corpus analysé est constitué de correspondances privées échangées entre le front et l’arrière pendant la Grande Guerre, recueillies dans le cadre du projet Corpus 14 (Steuckardt, dir.). Le traitement de ces documents d’archives (transcription diplomatique, édition numérique en TEI-XML, annotation sémantique des entités nommées) a abouti à leur publication en libre accès et permet leur pérennisation, ainsi que l’exploitation outillée des données. Les analyses linguistiques menées sur ce corpus prennent en considération deux dimensions typiques des usages non standard des scripteurs peu lettrés. D’une part, pour ce qui relève des usages liés à l’utilisation du médium écrit, nous avons étudié le phénomène de la soudure en nous focalisant sur les formes pronominales ; d’autre part, pour ce qui concerne les emplois propres à une variété de l’immédiat communicatif, nous avons interrogé les usages du morphème que (pronom, conjonction et adverbe). La première étude de cas a montré que les soudures se matérialisent sous des formes fabriquées par les scripteurs ou des formes attestées, mais différentes de la forme graphique attendue dans ce contexte. Ce processus est influencé par deux tendances principales liées à la fonction syntaxique des pronoms impliqués et à l’existence de formes homophones-hétérographes. La deuxième étude a révélé que les usages dits populaires ou familiers du morphème que sont en réalité d’une fréquence très faible et a dégagé plusieurs explications de leur fonctionnement : l’existence de ces emplois dans des états plus anciens de la langue, la lexicalisation plus avancée de que avec un sens exceptif, le rapprochement analogique avec des structures normées équivalentes, l’élargissement sur le plan discursif de la dépendance syntaxique établie par ce morphème, l’emploi de constructions courantes à l’oral. Ce travail a ainsi permis de montrer que les usages non standard observés dans ce corpus ne sont pas aléatoires, mais correspondent à des phénomènes linguistiques réguliers. Il met en évidence la nécessité de prendre en compte ces attestations aux frontières de la norme pour une description complète du fonctionnement linguistique.
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Books on the topic "French language – Orthography and spelling"

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Millet, Agnès. Orthographe mon amour. Grenoble: Presses Universitaires de Grenoble, 1990.

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Beaume, Edmond. Avoir une bonne orthographe. Paris: Bibliothèque Richaudeau, 1994.

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Gaëlle, Rolin, ed. La revanche des nuls en orthographe. Paris: Calmann-Lévy, 2012.

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III, Université de Paris, ed. Les grands courants orthographiques au XVIIe siècle et la formation de l'orthographe moderne: Impacts matériels, interférences phoniques, théories et pratiques, 1606-1736. Lille: A.N.R.T, Université de Lille III, 1990.

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Baccus, Nathalie. Orthographe française. Paris: E.J.L., 2003.

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Aubin, S. Lecture et épellation. [Montréal?: s.n.], 1987.

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Aubin, S. Lecture et épellation. [Montréal?: s.n., 1987.

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Kouadjo, Mathias. L' orthographe au C.E.F.E.B. Cotonou: Centre béninois des langues étrangères, Université nationale du Bénin, 1987.

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Bayol, Marie-Claire. Français: Orthographe, grammaire, conjugaison. [Paris]: Nathan, 1987.

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Peletier, Jacques. L' orthographe et la prononciation française: Dialogue. Rennes: Dianoia, 2002.

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Book chapters on the topic "French language – Orthography and spelling"

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Derwing, Bruce L., Tom M. S. Priestly, and Bernard L. Rochet. "The Description of Spelling-to-Sound Relationships in English, French, and Russian." In Orthography and Phonology, 31. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.04der.

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Ball, Rodney. "Spelling Reform in France and Germany: Attitudes and Reactions." In French - An Accommodating Language?, edited by Sue Wright, 112–16. Bristol, Blue Ridge Summit: Multilingual Matters, 2000. http://dx.doi.org/10.21832/9781853596780-016.

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Valtin, Renate. "Strategies of Spelling and Reading of Young Children Learning German Orthography." In Cross-Language Studies of Learning to Read and Spell, 175–93. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5_10.

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Johnson, Sally. "Language Ideology and Spelling Reform: Discourses of Orthography in the Debate over German." In The New Sociolinguistics Reader, 378–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_27.

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Nedecky, Jason. "Preamble to Part Two." In French Lyric Diction, 127–242. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197573839.003.0009.

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Abstract French orthography is a fairly regular, yet complex system. While French spellings are mostly predictable, they can be complicated, and there are many exceptions. For example, several letters often comprise a single spelling. When it comes to pronouncing the written language, challenges emerge, especially when multiple realizations of letter combinations are possible. It is also important to know which letters are typically silent in French. The key to French pronunciation lies in learning those letter combinations, and how the position of spellings within the word affects the way they are pronounced. This section of the text is a comprehensive pronunciation guide to French orthography. It provides an alphabetic list of the spellings of the French language with detailed instruction on pronunciation norms. Transcriptions for French spellings are provided in IPA. Included are options where more than one accepted pronunciation exists, and specific advice on the usual practices for francisé loanword pronunciations.
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Delais-Roussarie, Elisabeth. "Phonetics, Phonology, and Orthography." In The Oxford Handbook of the French Language, 31–64. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780198865131.013.1.

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Abstract This chapter investigates French phonology, phonetics, and orthography. It describes its phonological system, both segmental and suprasegmental (accentuation, melody, etc.), as well as, to a lesser extent, its writing system to account for French spelling and punctuation. Major phonological units and categories are described and discussed in order to provide a detailed picture of the workings of contemporary Standard French. Particular attention is placed on the phonological phenomena and processes which play key roles in French pronunciation and prosody. They are described in such a way so as to not only explain how they are applied, but also to reflect how they are treated by traditional linguistic scholarship on French and in research being carried out today. As regards orthography, a key question addressed is its ability to represent French sound structure.
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Walsh, Olivia, and Douglas Kibbee. "Metalinguistic Texts." In The Oxford Handbook of the French Language, 189–213. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780198865131.013.6.

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Abstract As French replaced Latin as the language of administration and the law and became the language of a burgeoning literature and eventually of education, scholars and other members of the social elite defined the linguistic limits of supposedly acceptable usage in metalinguistic texts: orthographic treatises, guides to pronunciation, grammars, dictionaries, and commentaries on the language. Creating a standard language was considered a necessary step in making French equal to the classical languages, a language of empire, a prestigious language of courtly society, and ultimately, of a functioning republic. These texts formalized the standard in pronunciation, spelling, vocabulary, morphology, and syntax. The definition of usage has included geographic, social, historical, and philosophical criteria, varying according to the societal needs of each period. Although metalinguistic texts have moved towards democratization and an increased acknowledgement—and tolerance—of variation, speakers themselves often reject variation and value adherence to a narrow norm.
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Minkova, Donka. "Examining the Evidence for Phonemic Affricates: Middle English /t͡ʃ/, /d͡ʒ/ or [t-ʃ], [d-ʒ]?" In Historical Dialectology in the Digital Age, 156–84. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474430531.003.0008.

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Affricates represent an analytic challenge, as a category intermediate between simple stops and a sequence of a stop and a fricative. The paper traces the historical evidence for the development of OE [c], a single segment, to palatal [cj], assibilated [tʃ], the sequence [tʃ], and back to a single segment contour /t͡ʃ/, building on diagnostics like the blocking property of medial clusters versus singletons in resolution in OE verse, alliteration, metrical treatment in terms of syllable weight, data from language acquisition, phonetics in terms of durational properties, the interaction with Middle English sound changes, as well as the early neutralization of the singleton-geminate contrast. Further support comes from spelling, including a possible Celtic origin for OE <cg>, and <ch> spellings in LAEME as evidence supporting Orthographic Remapping of Palatal c. Finally, the author considers the impact of Old French loanwords, where the simplification of affricates in Anglo-Norman is argued to be delayed compared to Central French due to the existence of the sequences [tʃ] and [dʒ] in Middle English.
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Bann, Jennifer, and John Corbett. "The Development of Modern Scots Orthography." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0004.

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The later Older Scots period is marked by a language shift that saw a drastic reduction in the domains in which Scots was written. The corresponding shift towards the norms of written standard English was probably not always the result of a conscious choice on the part of Scottish writers. It is unlikely that many of those few who were literate during the Older Scots period actually thought of themselves as writing ‘Scots’ as such – it is more likely that, if they considered the issue at all, they would have considered themselves literate in the vernacular, or non-Latin, language they spoke, in the same way as a literate Englishman might also write in the vernacular tongue.
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Bann, Jennifer, and John Corbett. "From Orthoepy to Activism: Orthographic Interventions." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0005.

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The present chapter offers a historical survey of commentary on and attempted intervention in the practice of spelling Modern Scots. Four main groups are considered: orthoepists and linguistic scholars, lexicographers, literary commentators, and ‘language activists’. Each group has played a role – and most continue to play a role – in the development of Modern Scots orthography.
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Conference papers on the topic "French language – Orthography and spelling"

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Straupeniece, Daiga, and Normunds Dzintars. "Pupils’ Written Language in the Latvian Language and History State Examinations in Riga in 2021." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.50.

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The research examines pupils’ text creation skills in the Latvian language and history state examinations in 2021. It compares the quality of written language in two examination papers by 15 pupils. The statistical method has been used to evaluate the types of errors in orthography and syntax and establish the frequency of the use of the language means. Pupils’ skills in orthography vary. Only 4 examination papers in Latvian and history do not contain orthographic errors. Writing complex proper names and the use of macrons cause problems for pupils. Similarly, the skills of separate spelling of some words have been underdeveloped. Also, an unjustified lack of a letter or unjustified use of it can be observed. Pupils pay more attention to orthography in the Latvian language examination. Pupils’ skills in syntax are also varied. Syntactical means used in text creation are uniform. In the Latvian language examination papers, 143 instances when coordinated parts of sentence were used have been registered; 78 such instances have been registered in the history examination. In both examinations, a connection of two coordinated parts with the conjunction un ‘and’ was used most frequently, with 78 cases in Latvian and 32 in history. Also, the participial clause, including the undeclinable participle with the suffix -ot and auslaut -oties, was dominant (60% in history, 40% in Latvian). In the third part of the Latvian language examination, insertions were used more often than in the history examination, 63% and 37%, respectively. Other syntactic means were rarely used. It can be concluded that there are no significant differences in the types of orthographic and punctuation errors in the Latvian language and history examination papers; the differences are visible in the choice of language means and their quantity.
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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.
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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.
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Mutiarsih, Yuliarti, Dante Darmawangsa, and Tita Saraswati Rahmadaty. "Spelling Errors on Written Production of Beginner Students: French for foreign language context in Indonesia." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.126.

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Mutiarsih, Yuliarti, Dante Darmawangsa, and Tita Saraswati Rahmadaty. "Spelling Errors on Written Production of Beginner Students: French for foreign language context in Indonesia." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.19.

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Mutiarsih, Yuliarti, Dante Darmawangsa, and Tita Saraswati Rahmadaty. "Spelling Errors on Written Production of Beginner Students: French for foreign language context in Indonesia." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.233.

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