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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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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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Kechichian Khanji, Anna. "The Link Between Executive Functions and Spelling (French vs Arabic) in Bilingual Children from Grade 2 to Grade 4, for a Better Rehabilitation of Specific Learning Disorders." Cognition, Brain, Behavior. An interdisciplinary journal 28, no. 1 (March 29, 2024): 1–25. http://dx.doi.org/10.24193/cbb.2024.28.01.
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Challenged with the peculiarities of school learning in Lebanon and the orthographic complexities specific to French and Arabic, children face conditions requiring additional cognitive effort. Our objective is to study the link between executive functions (EF) (inhibition, working memory (WM), flexibility and planning) and spelling, in 180 bilingual children with typical development (TD) and with specific learning disorders (SLD), in Grades 2, 3, and 4. EF were assessed through the following tests: Image matching, Corsi, Numbers Backward, Opposite worlds, Categorization (Animal sorting), and LABY 5-12 tests. Spelling was assessed in both languages through sentence dictation. Our results show that all EF are more involved in Arabic than in French, being correlated with accuracy and speed of spelling in the entire population. This study clarifies the cognitive components underlying French and Arabic spelling, which are languages with many unique features, for better management of written language disorders.
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Granget, Cyrille, Cecilia Gunnarsson, Inès Saddour, Clara Solier, Vera Serrau, and Charlotte Alazard. "The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction." Education Sciences 14, no. 3 (February 23, 2024): 234. http://dx.doi.org/10.3390/educsci14030234.
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In recent decades, a vast literature has documented crosslinguistic influences on the acquisition of L2 phonology and in particular the effects of spelling on pronunciation. However, articulating these research findings in terms of taking into account the effects of L1 phonology and spelling on L2 pronunciation in language teaching remains to be examined. These studies are based on experimental cross-sectional methods and mainly focus on L2 English learning by speakers of languages with an alphabetic system. In French, there are few studies on crosslinguistic influences on the acquisition of the nasal vowels (/ɑ~/, /ↄ~/ and /ε~/) and few experimental studies that point to a possible effect of orthography on the pronunciation of these phonemes. The results of experimental studies are difficult to transpose to the language classroom because they are based on word or sentence reading and writing activities, which are quite far-removed from the conversational activities practised in the classroom in interaction with peers and the teacher. Hence, we opted here for a case study of the effect of spelling on the production of nasal vowels in interaction tasks. We conducted a longitudinal study during the first year of extensive learning of French (4 hrs 30 per week). The results of a perceptive analysis by expert listeners show that (i) learners spell nasal vowels with an <n> or <m> in 98% of the obligatory contexts; (ii) most nasal vowels are perceived as nasal vowels in speech (72%), the others being perceived as vowels followed by a nasal consonant (19, 5%) or as oral vowels (8.5%); (iii) consonantisation is stronger when the learner spontaneously produces a word than when (s)he repeats it, (iv) which decreases with time (learning effect) and varies (v) according to the consonant, /ε~/ being less consonantised than /ↄ~/ and /ɑ~/. Finaly, we propose a didactic discussion in the light of intelligibility and influence of orthography.
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Humphries, Emma. "#JeSuisCirconflexe: The French spelling reform of 1990 and 2016 reactions." Journal of French Language Studies 29, no. 03 (January 24, 2019): 305–21. http://dx.doi.org/10.1017/s0959269518000285.
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ABSTRACTIn February 2016 the French spelling reform of 1990, which introduced changes to approximately 2,000 words, became the object of discussion online, after it was announced that the new spellings would be included in textbooks from September. Analysing a corpus of tweets, containing key terms from the online discussion, JeSuisCirconflexe; ognon and réforme orthographe, this study gives an insight into the reactions to this governmental linguistic intervention, the recurring themes in their discourse and how this can be interpreted as prescriptive or purist behaviour. Although previous studies have extensively analysed reactions to the 1996 spelling reform in Germany, little research has considered online lay-reactions to the French reform. Given observations that online interactions differ in many ways to equivalent offline interactions, this study can form a point of contrast to previous studies conducted in offline contexts, thereby enriching the existing literature in this field. It is also often claimed that France is a country in which linguistic purism is deeply entrenched; this article will seek further evidence for these claims.
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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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qizi, Yoqubova Mahliyo Jabborali. "INFLUENCE OF THE DEVELOPMENT OF THE ENGLISH LANGUAGE." International Journal Of Literature And Languages 4, no. 2 (February 1, 2024): 16–20. http://dx.doi.org/10.37547/ijll/volume04issue02-04.
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English is a West Germanic language that originated from Anglo-Frisian dialects brought to Britain in the mid 5th to 7th centuries AD by Anglo-Saxon migrants from what is now northwest Germany, west Denmark and the Netherlands. The language has undergone major changes and developments in its pronunciation, vocabulary, grammar, and orthography throughout its over 1500 year history. This article provides an overview of the key influences and developments that have shaped the English language into its present global form. It examines the linguistic influences of Celtic, Norse, French, Latin, Greek and other languages on English. It also explores the impact of historical events, the growth of literacy, the invention of the printing press, dictionary compilation and standardized spelling on the development of English. The analysis shows that English has an unparalleled capacity to absorb, adapt and incorporate words and features from other languages. Through the early spread of English around the British Isles, and later via 19th and 20th century colonization and globalization, English has become the most widely spoken language worldwide with over 1.35 billion speakers.
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Simoës-Perlant, Aurélie, Tonia Lanchantin, Cecilia Gunnarsson-Largy, and Pierre Largy. "Instant messaging, digital writing and spelling production quality in French." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 41, no. 2 (December 31, 2018): 161–78. http://dx.doi.org/10.1075/li.00018.sim.
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Abstract The increased use of digital writing led to the appearance of written content that may differ from the standards of spelling. Writing instant messages leads to the production of two different types of written forms that differ from standard spelling: (a) those that can be confused with misspellings and (b) those that cannot. We showed that the production of the second type of modifications has no effect on spelling production. Our research protocol allowed comparing two corpora (written in 1974 and 2012). These results showed that when a modification has no orthographic equivalent, its use cannot damage the quality of spelling production. When it does, the effect on spelling may be negative.
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Shakory, Sharry, Xi Chen, and S. Hélène Deacon. "Learning Orthographic and Semantic Representations Simultaneously During Shared Reading." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 909–21. http://dx.doi.org/10.1044/2020_jslhr-20-00520.
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Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999
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Osunniran, Tajudeen Abodunrin. "Une Analyse Descriptive Des Erreurs D’orthographe Lexicale Dans L’interlangue D’apprenants Nigérians Du Français." UJAH: Unizik Journal of Arts and Humanities 22, no. 1 (July 8, 2021): 158–91. http://dx.doi.org/10.4314/ujah.v22i1.7.
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Cette étude se plonge dans l’interlangue d’un groupe d’apprenants nigérians de Français Langue Étrangère pour évaluer leur compétence en construction dans le domaine de l’orthographe lexicale. Cette compétence est évaluée par le biais des erreurs qui représentent des symptômes révélateurs des difficultés d’apprentissage et des points d’appui pour un enseignement meilleur. L’étude cherche dans un premier temps à expliquer les difficultés liées au processus d’apprentissage de l’orthographe lexicale et dans un deuxième temps à proférer des voies et moyens pour aider l’apprenant à mieux apprendre. Le corpus est constitué de productions écrites collectées auprès d’étudiants de première année de licence inscrits au cours de rédaction en français. Les résultats montrent que les types d’erreurs qui prédominent sont les erreurs liées aux accents, suivies des erreurs à dominante phonétique et des erreurs à dominante non-fonctionnelle. Par ailleurs, l’anglais, la langue seconde de ces apprenants, constitue la langue pourvoyeuse de la plus grande influence sur leur comportement orthographique. L’étude recommande que plus d’attention soit accordée à l’enseignement de l’orthographe lexicale dans les activités de classe de FLE au Nigéria.
This study focuses on the interlanguage of a group of Nigerian learners of French as a Foreign Language in order to assess their competence level in lexical spelling. This competence in phonographic encoding is measured through errors, which can be seen as symptoms showing learning difficulties and at the same as tools through which the learning process can be improved upon. Specifically, the study investigates the difficulties associated with learning of lexical spelling and suggest ways through which the learner can learn it better. Data for the study are elicited through written productions of first-year undergraduate students enrolled in a French Composition course. Results reveal that errors of diacritic marks predominate in the written productions of these students, followed by phonetic induced spelling errors and errors related to non-functional alphabetic letters. English, the second language of these learners, is the language with the greatest influence on their spelling behaviour. The study recommends that more attention should be accorded to the teaching of lexical orthography in French Language classroom activities in Nigeria.
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Mairano, Paolo, Leonardo Contreras Roa, Marc Capliez, and Caroline Bouzon. "The /s/ ~ /z/ voice contrast in L1 French, L1 Spanish and L1 Italian learners of L2 English." Language, Interaction and Acquisition 12, no. 2 (December 31, 2021): 210–50. http://dx.doi.org/10.1075/lia.20024.mai.
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Abstract In this study, we present a comparative corpus-based analysis of the English /s/ ~ /z/ voice contrast for learners of three L1s. Acoustic analysis of periodicity and duration for target segments confirms expectations based on L1 transfer and on the Markedness Differential Hypothesis. We found that, due to the absence of phonemic /z/ in Spanish, L1 Spanish learners exhibit great difficulty in producing voiced realisations for /z/, and more so in the (more marked) word-final position than in the (less marked) word-medial position. In contrast, L1 French and L1 Italian learners did not exhibit difficulties in reproducing the voicing patterns of English /s/ ~ /z/ neither word-medially nor word-finally, due to the existence of these sounds in their L1 (and despite differences in relative markedness for these two positions, especially considering that word-final /z/ does not exist in Italian). Finally, we observed the impact of orthography on the production of L1 French and L1 Italian learners, affecting the periodicity of /s/ and /z/ depending on spelling transparency.
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Daigle, Daniel, Rachel Berthiaume, Agnès Costerg, and Anne Plisson. "What Do Spelling Errors Tell Us about Deaf Learners of French?" Journal of Deaf Studies and Deaf Education 25, no. 3 (January 20, 2020): 365–76. http://dx.doi.org/10.1093/deafed/enz049.
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Abstract For deaf students, spelling acquisition is a considerable challenge, especially because the spelling code is based on an oral language to which most of them have limited access. Most studies conducted with deaf students have reported that they lag behind their hearing peers. However, few studies have used a fine-grained error classification grid. The use of such a grid makes it possible to draw a precise portrait of writers’ orthographic knowledge. The purpose of this study was to describe the spelling skills of 19 deaf students (Mage = 10.9 years) and to compare their errors with those of 20 hearing students of the same age and 17 younger hearing students at the same reading level. The results indicate that deaf students are not quantitatively different from hearing students but that their errors are qualitatively different from those of hearing students.
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Meisenburg, Trudel. "Zur Geschichte der katalanischen Orthographie." Zeitschrift für Katalanistik 4 (July 1, 1991): 48–67. http://dx.doi.org/10.46586/zfk.1991.48-67.
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The complexity of an (ortho-)graphic system results from internal factors (structural linguistics) and external factors (sociolinguistics). While inside the system there are tendencies towards constant graphic morphemes, on the outside the spelling can express linguistic autonomy or proximity or distance from other languages and represent linguistic uniformity or dialectal multiplicity. Medieval Catalan had an extensive system of correspondences between phonemes and graphemes that, despite its breadth, reflected the unity of the literary language. During the period of decline this graphic tradition was undone: The visual distance from Spanish or French was lost, and dialectal particularities were highlighted. Pompeu Fabra's orthographic reform, which put an end to the graphic chaos, aims to represent the different dialects of Catalan and to express not only distance from the dominant languages but also belonging to the languages of culture within the Romance family. This has been achieved by resorting to medieval etymology and traditions – which often means having to give up constant graphic morphemes.
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McClung, Nicola A., and P. David Pearson. "Reading comprehension across languages." Written Language and Literacy 22, no. 1 (November 20, 2019): 33–66. http://dx.doi.org/10.1075/wll.00019.mcc.
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Abstract Orthographic depth, the degree of spelling-to-sound consistency in a language, has been hypothesized to affect the ease with which children learn to read words. However, the relationship between orthographic depth and reading comprehension is less well understood. In this study, focusing on countries in which two international assessments (PISA and PIRLS) were given in two or more languages, we examine data from elementary and high-school readers of Finnish, Swedish, Italian, German, Dutch, French and English). Findings suggest that that there may be some trade-offs between shallow and deep orthographies in terms of the specific ways that they map onto the phonological and deep meaning representations required for cognitive processing during an activity such as comprehension. These trade-offs serve to differentially support or inhibit readers depending on where they are situated on the achievement continuum.
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Maggio, Severine, Florence Chenu, Guillemette Bes de Berc, Blandine Pesci, Bernard Lété, Harriet Jisa, and Michel Fayol. "Producing written noun phrases in French." Written Language and Literacy 18, no. 1 (February 12, 2015): 1–24. http://dx.doi.org/10.1075/wll.18.1.01mag.
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This research compares the time-course of the written production of bare nouns to that of noun phrases. French adults named pictures of objects either using or not using determiners. Resulting pauses and writing rates were analyzed in relation to word-orthographic frequency, syllabic length, and phoneme-to-grapheme consistency at the end of words. More specifically, we showed that the noun production process begins as soon the determiner production is initiated (word frequency effect on latencies, length and consistency effects on determiner writing rate) and continued during the course of the noun production. When the determiner was absent, the management of writing was different: the writer slowed the production speed, probably in order to realize the lexeme processing that s/he could not do in the absence of the determiner production time. These results provided further evidence that some form of parallel processing occurs in written word production and led us to sketch the time-course of the noun spelling in written denomination of a noun phrase.
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Blondeau, Hélène, Mireille Tremblay, and Patrick Drouin. "Hybridité et variation dans les SMS : Le corpus Texto4Science et l’oralité en français montréalais." Canadian Journal of Linguistics/Revue canadienne de linguistique 59, no. 1 (March 2014): 137–65. http://dx.doi.org/10.1017/s0008413100000189.
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AbstractThis article presents an analysis of a Montreal French corpus of text messages and considers the link between text messaging, and both spoken and written language. This corpus is part of a larger corpus of text messages sent by mobile phone (Texto4-Science). Our study focuses on two morphosyntactic variables for which an important sociostylistic variation has been reported in Montreal French: the alternation between the strong pronounsnous/nous autres ‘we/us’ (as non clitics), and between the subject cliticson/nous ‘we’. Their comparison in the text messages corpus and in spoken corpora shows that while text messages tend to approximate spoken language, they are not a perfect reflection of it. Generally, the hybridity of text messages can be conceived in the following manner: text messages obey a double standard (spoken and orthographic) and allow for occasional transgressions (formal markers associated with the written language and nonstandard spelling reflecting the spoken language).
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GOSLIN, JEREMY, and CAROLINE FLOCCIA. "Comparing French syllabification in preliterate children and adults." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 341–67. http://dx.doi.org/10.1017/s0142716407070178.
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The influence of development and literacy upon syllabification in French was evaluated by comparing the segmental behavior of 4- to 5-year-old preliterate children and adults using a pause insertion task. Participants were required to repeat bisyllabic words such as “fourmi” (ant) by inserting a pause between its two syllabic components (/fur/-/mi/). In the first experiment we tested segmentation over a range of 49 double intervocalic consonant clusters. A similar general segmentation behavior was observed in both age groups, with a pattern that fit the predictions from a legality principle-based model of syllabification. Experiment 2 revealed that opacity between phonological and orthographic representations lead to increased ambisyllabic responses and a reduction in segmentation consistency in adults. In total, these findings indicate that syllabic forms are consistently represented from an early age, but that segmentation in metalinguistic tasks is susceptible to contamination from spelling and etymological knowledge.
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Hipfner-Boucher, Kathleen, Adrian Pasquarella, Sonal Prasad, and Xi Chen. "The Development of Cognate Awareness in Child Second/Third Language Learners of French in French Immersion: The Effects of Orthographic Overlap and Cognate Status." Journal of Speech, Language, and Hearing Research 64, no. 11 (November 8, 2021): 4390–402. http://dx.doi.org/10.1044/2021_jslhr-20-00645.
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Purpose Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners of French in French immersion in Grades 1 and 2 to explore the impact of orthographic overlap and cognate status (true vs. false) on children's ability to recognize cognate relationships. We also assessed the impact of French L2/L3 status on performance. Method We compared performance on three conditions (true cognates with same and similar spellings, false cognates with same spellings) within and across grades. We used a direct measure of cognate awareness that required children ( n = 81) to distinguish true from false cognates presented orally and in print. Results Overall, Grade 1 children failed to recognize cognate relationships between true cognates with similar spellings, but successfully recognized true cognates with same spellings. Performance on all conditions increased significantly between Grades 1 and 2. The greatest improvement was seen on true cognates with similar spellings. Performance on false cognates was inferior to performance on true cognates with same spellings in Grade 1, and inferior to performance on both same and similar spelled true cognates in Grade 2. No differences were found due to L2/L3 status. Conclusions Among sequential learners of L2/L3 French in the early stages of additional language learning, cognate awareness is impacted by the degree of orthographic overlap, as well as by cognate status. Children's ability to recognize cross-language orthographic and semantic relationships improves substantially across the early elementary grades. Supplemental Material https://doi.org/10.23641/asha.16821106
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Nina Yatsenko, Nina. "Socio-Political Vocabulary in Modern Media Language." Terminological Bulletin, no. 4 (2017): 295–301. http://dx.doi.org/10.37919/2221-8807-2017-4-295-301.
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Socio-political updated vocabulary, some word creative means, lexical- semantic processes in media language of the early 20th cent. are considered in the article. This group is the most numerous as a result of a sharp increase in public attention to the phenomena of nation-building and economic reform. Words by their origin functioning activity, semantic content, specific lexicographical presentation are dissimilar. One important source of lexical enrichment is derivation. The essential feature of the discovery of new nominations are widely used as generators of bases of lexical items which most attention is focused society, the so-called keyword of our days (екс-, нео-, пост-, євро– etc.). Quite productive in the test period was a way of creating new words by the initialism (literal and less phonemic) abbreviations as language reaction to changes in policy and economic and political structure of the country, as well as the expansion of its international relations (for example: ОБСЄ). According to the examples a lot of words get into media language with new meanings because of metaphor and metonymy. Borrowings are traditionally one of the most important source of enrichment in the media language. Nowadays the language of modern journalism operates a significant number of English social and political, social and economic vocabulary and terminology. Anglicism and Americanism tends to reflect primarily Europeanisation and internationalization, which are greatly stimulated by direct and indirect contacts with foreign countries. Borrowings in the language of contemporary media reflect the phonetic-and- spelling, graphic and orthographic lack of stability, functioning often two or more versions that require their normalization. So fundamental changes in social and economic life found their reflection in real denotative-connotative reorientation of substantial part of lexical nomination in the modern media, as well as Ukrainian common practice. Today is a great group of words and terms, that was previously used sporadically for naming both foreign and imperial Russia realities and concepts, and is actively revived and function as nominative units now. Language practice of media has more and more examples of mainstreaming in the field of wide usage of certain linguistic units. On the way to the codification of these units there is a significant time factor that has to check each one on its importance in modern language space. P. Y. Hrytsenko said: “The process of Ukrainianization is unavoidable. It already is. Formation of multilingual generation starts. What will be in this language foundation whether English and French, and Russian later – time shows”.
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Karmacsi, Zoltán, Alexandra Nagy, and Anikó Csurman-Puskás. "Changes in the orthographic principles of the Hungarian language based on the last three spelling rules." Philological Review, no. 2 (December 10, 2022): 44–50. http://dx.doi.org/10.31499/2415-8828.2.2022.268653.
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Twelve editions of the publication entitled The Rules of Hungarian Orthography have been published so far. In each new edition there was an attempt to update the rules according to era and language use.
The principles of Hungarian orthography had already appeared in the first stage of academic unification, as the edition entitled The Principles and Rules of Hungarian Orthography, published in 1877, containing the four principles of spelling: following pronunciation (writing in accordance with pronounciation), word analysis, traditional spelling and simplification. In this study, the spelling principles that form the basis of Hungarian orthography is compared with the three most recent regulations The Rules of Hungarian Orthography.
In this study, the trends of Hungarian spelling principles have been surveyed from the regulations published in the first edition in 1832 to the present day. It has been presented how long the principles of Hungarian orthography have determined the rules of Hungarian orthography. These principles were present from the very beginning and guided the Hungarian orthography and its development. The changes were not significant, they only tried to bring closer the regulations to the language use adjusted to the language use of the given era. The principles of Hungarian orthography did not change radically at the beginning of the 20th century, despite the fact that relevant efforts were taken in the rules of Hungarian orthography. In the last three editions the principles have remained in their original forms, only minor changes have been taken.
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Tancheva, Zornitsa. "Law, Spelling and Orthography." Balkanistic Forum, SOCIAL ANXIETY AND SOURCES OF MOBILISATION 31, no. 3 (September 15, 2022): 292–97. http://dx.doi.org/10.37708/bf.swu.v31i3.21.
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Law, Spelling and Orthography" is a modern textbook, presenting the norms of the Bulgarian literary language. It is aimed mainly at professionals in the judiciary, but can be successfully used by anyone who wants to consolidate their knowledge of spelling, punctuation and orthography. In addition to theoretical developments on the most important topics, there are also exercises to consolidate the acquired knowledge. At the end of the book there is a short dictionary of words that create spelling problems for professionals. Undoubtedly, this is a modern textbook that will make it easier for anyone who wants to write competently and express themselves more than convincingly.
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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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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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Putra, Rizky Anugrah, and Sulis Triyono. "Outlandish Spelling System Invented by Indonesian Internet Society: The Case of Language Usage in Social Networking Site." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.66.
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Before having consistent alphabetic writing system, Bahasa Indonesia had encountered several developments in orthographic enhancement. Bahasa Indonesia need to be enhanced for several reasons such as to create national identity and also to provide an ideal spelling system. Orthography system helps the language user to associate the symbol, sound, and meaning. For those reasons, the spelling system is important in written language since most of information and knowledge are preserved in written form. As time passes, there is almost no barrier in human interaction since the distance is narrowed by the technology. To use it efficiently, the language users utilize their language to be shorter but it is easier to understand. However, it creates discrepancy in the orthography system which hinders the interlocutor to get the actual meaning of the written language. This article reveals an issue about orthography system which is made by internet society in which has unusual alphabetic spelling system. The peculiarity is caused by psychological and social factor which revert the spelling model to be identical to children (immature speech).
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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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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (June 7, 2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.
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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.
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NIMANI, Aferdita. "Unified Orthography Rules of the Albanian Language." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 190. http://dx.doi.org/10.26417/ejser.v3i1.p190-193.
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Relying on scientific writings and linguistic standard rules , it appears that today students encounter many orthography and spelling problems in Albanian language , because students lack many rules in Albanian language be it in speaking, writing or expressing . These failing, which have their roots in the first learning ever given the phonemes and letters of the alphabet . Their importance in writing , highlighting the phoneme , morpheme formation , changing their form . Since these were not perpetuated or studied properly in the beginning , the consequences are grappling today and our student suffers them , as problematic in the future . And it can not be sure that his writing has reached an orthography and spelling value of unified standard of the Albanian language
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Zuidema, Johan, and Anneke Neijt. "The BasisSpellingBank." Written Language and Literacy 20, no. 1 (October 6, 2017): 52–79. http://dx.doi.org/10.1075/wll.20.1.04zui.
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Abstract The BasisSpellingBank is the first lexicon where the spellings and pronunciations of words are documented explicitly and separately for all relevant word parts. Unlike earlier descriptions of Dutch orthography in terms of rules and underlying forms, the BasisSpellingBank departs from the concept of storage and the way spelling is taught in schools. At its core are triplets of phoneme(s), grapheme(s), and the spelling category(s) which describe the correspondences between them. The triplet notation provides a detailed, exhaustive description of Dutch orthography. It is a formal system that could be used to describe other alphabetic writing systems as well. By integrating information about orthographic rules and lexical storage, the triplet notation more adequately describes the knowledge possessed by fluent users. The triplets unlock exact measures of both forward and backward consistency, which opens up detailed analyses of spelling performance. The database provides new insights into spelling education and spelling complexity.
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Gremalіuk, T. V. "VOCABULARY OF FOREIGN ORIGIN: PROBLEMS OF NORM IN THE CONTEXT OF THE HISTORICAL DEVELOPMENT OF UKRAINIAN LITERARY LANGUAGE." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 52–61. http://dx.doi.org/10.18524/2414-0627.2021.28.235517.
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The article presents a multifaceted analysis of the dynamics of spelling and pronunciation of words of foreign origin in the Ukrainian literary language. The research expanded the range of knowledge about the phases of formation of the Ukrainian orthography, in particular, the part devoted to the orthography of foreign tokens and made it possible to explain the changes in the rules of spelling and pronunciation in diachrony. Linguistic and extralinguistic factors that influenced linguistic evolution are identified and the processes of normalization of borrowed vocabulary taking into account the historical context are highlighted. The views of Ukrainian linguists on the norms of spelling and pronunciation of words of foreign origin are generalized. It was stated that although there are few foreign words (approximately 10 percent), compared to other Ukrainian lexical collections, foreign words have provoked and are causing many discussions among linguists about their mastery of the Ukrainian literary language. After all, the legalization of the language norm, its written reflection and its organization in Ukraine is very difficult, which causes heterogeneity of spelling and pronunciation of words of foreign origin. Transformations in borrowed tokens over a long historical period are traced. A chronological description of all editions of the Ukrainian orthography is made and the most typical changes and establishments in the spelling and pronunciation of foreign words are systematized. It is proved that the lack of clearly formulated and formed rules for spelling borrowed words has led to variable spelling and pronunciation. After all, the phonetic system of the Ukrainian language can not fully reflect the peculiarities of the sound system of a foreign language, which indicates a complex process of stabilization of pronunciation and spelling norms of words of foreign origin in the Ukrainian literary language.
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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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Jaroszewicz, Henryk. "Śląska ortografia ślabikŏrzowa – status, forma, funkcjonowanie." Poznańskie Studia Polonistyczne. Seria Językoznawcza 29, no. 2 (December 30, 2022): 107–17. http://dx.doi.org/10.14746/pspsj.2022.29.2.7.
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In the contemporary Silesian-language communicative space, the dominant role is played by the ślabikŏrzowa orthography, i.e. the way of writing developed at the end of the first decade of the twenty-first century. This spelling system is used in most recent Silesian-language publications, advertising language, electronic media, computer software and smartphones. The ślabikŏrzowa orthography owes its privileged position to its conservative form, the presence of clear and straightforward rules of usage and a relatively strong organisational, intellectual, scientific and economic background. However, the further development of ślabikŏrzowy literature is hampered by the lack of detailed normative materials (i.e. spelling dictionary, grammar).
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Kravets, Danylo. "ORTHOGRAPHY DISCUSSIONS AMONG UKRAINIAN DIASPORA (1940th–1980th)." Naukovì zapiski Nacìonalʹnogo unìversitetu "Ostrozʹka akademìâ". Serìâ Ìstoričnì nauki 1, no. 34 (March 30, 2023): 144–51. http://dx.doi.org/10.25264/2409-6806-2023-34-144-151.
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The paper aims to describe an orthography discussion in the Ukrainian diaspora in the second half of the XX century. Language processes that took place in the environment of the Ukrainian diaspora are an essential element of the history of the national language. The practice of language use among Ukrainians abroad is a unique source of data, part of the national linguistic fund. Archive documents from the personal archive collections of M. Demkovych-Dobryanskyi (head of the Ukrainian editorial office of Radio Liberty), R. Chomiak (international journalist), and O. Horbach (a famous linguist) stored in the Manuscripts department of the V. Stefanyk National Scientific Library of Ukraine in Lviv were used to prepare the presented paper. Many diaspora publicists criticized Radio Liberty (Munich) broadcasts for using the orthography officially accepted in Soviet Ukraine. M. Demkovych-Dobriansky, as editor-in-chief, thought that norms of the Ukrainian language adopted in 1929 were dated and sounded weird to Ukrainian listeners. On the other hand, critics of Soviet orthography underlined that this version of the Ukrainian language was very russified and couldn't be used. Spelling discussion of the second half of the XX century is an exciting and vital stage in developing the Ukrainian language. Disputes continued over the relevance of the so-called Kharkiv spelling of 1929 and the appropriateness of using the Soviet spelling, which many considered Russified. Although diaspora Ukrainians escaped the Russifying invasion of the USSR, they still failed to unify the norms of the Ukrainian language, so the spelling of independent Ukraine continued Soviet traditions. It practically did not use the achievements of diaspora linguistics.
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Bulley, Michael. "Spelling reform – a lesson from the Greeks." English Today 27, no. 4 (November 8, 2011): 71–72. http://dx.doi.org/10.1017/s0266078411000575.
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Every now and again a call goes up for the reform of English orthography to make it more user-friendly. After all, it is said, the Spanish, the Germans, and even the French, have accepted changes to their spelling systems. By way of comparison, we could think of the suggestion that the Greeks should abandon their alphabet and adopt the Roman one, to come into line with most other European countries. Thankfully, there seems no serious possibility that this will happen. The reasons against it are solidly linguistic and not ones prompted by blind tradition. The same sorts of reasons should prevail for English. The Greek case, though, can provide some lessons. For there have, in fact, been changes to Greek orthography in recent times. An important one was in 1982, when the variety of diacritic signs was reduced to a single accent.
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Amirzhanova, N., and D. Sadyk. "SCIENTIFIC AND PRACTICAL PROBLEMS OF AUTOMATION OF THE KAZAKH ORTHOGRAPHY THROUGH THE METHOD OF MODELING." Tiltanym, no. 2 (July 17, 2024): 172–81. http://dx.doi.org/10.55491/2411-6076-2024-2-172-181.
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The rapid development of digital technologies, including the emergence of the Internet, led to a radical change in the communicative landscape of the 20th century. The possibility of constant access to the Internet, as well as the use of applications for the exchange of instant messages online gave an impetus to the formation of a new digital language, the development of a new language environment. Currently, the Kazakh language entered the digital space and the life force of the Kazakh language was formed in the virtual space. In this regard, an inventory of knowledge related to the Kazakh language was carried out and the development of Kazakh language resources in the virtual space was put on the agenda.Automation of orthography is the process of using computer programs and tools to check the spelling of words in a text. This allows one to automatically correct spelling errors and reduce the time spent on text editing. Innovative functions require the development of a formal language model. And for formal modeling of orthography, first of all, it is necessary to conduct an inventory of knowledge related to orthography, to identify difficulties in spelling. Currently, scientists of the Institute of Linguistics named after A. Baitursynuly are conducting research within the framework of the program-targeted financing project “Automatic recognition of Kazakh text: development of linguistic modules and IT solutions”. As a part of the research, linguistic resources are differentiated and analyzed, allowing to automatically correct errors in word spelling.The article analyzes in detail the automation of knowledge related to orthography, scientific and practical problems of its automatic representation, modeling of knowledge related to Kazakh orthography, definition of model concepts, common types of modeling, types of modeling used in automation. Also, for the automation of Kazakh orthography, types of modeling using phonetic-phonological and orthographic distinctive signs are proposed, the stages of automation of Kazakh orthography are described.
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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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Appelt, Annalen, Miriam Balestra, and Martin Neef. "Orthographic constraints on the spelling of German a-sounds." Written Language and Literacy 18, no. 1 (February 12, 2015): 153–74. http://dx.doi.org/10.1075/wll.18.1.07app.
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In the framework of the Modular Writing System Theory (Neef 2005a), two levels of representation are distinguished that are relevant for the analysis of phonographic writing systems. These levels are called graphematics and systematic orthography, respectively. In this text, we focus on the latter module. As a case study, we take into account the spelling potential of the German vowels [a] (lax) and [ɑ] (tense). For this purpose, we first discuss the graphematic properties of these two vowels which allows deriving their graphematic solution spaces that capture such spelling variants that are theoretically given in the writing system of German. Subsequently, we use the spelling potential of [a] and [ɑ] to investigate their distribution in the systematic orthography of German. In doing so, we formulate orthographic constraints that regulate the appearance of the spelling variants. These constraints are sensitive for different levels of the German vocabulary. Some of the constraints have already been found relevant for the spelling of other phonemes as well, while others are specific to the two sounds under consideration. This theoretical approach allows analyzing a much broader part of the vocabulary compared to other theories.
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Vətən qızı Camali, Dilbər. "ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES." SCIENTIFIC RESEARCH 08, no. 4 (April 27, 2022): 170–73. http://dx.doi.org/10.36719/2789-6919/08/170-173.
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Məqalədə müasir Azərbaycan dilindəki mürəkkəb adların yazılış qaydaları təhlil olunmuş, müasir kitab və saytlardan nümunələrlə əsaslandırılmışdır. Müasir türk dilindəki mürəkkəb adların orfoqrafiya normaları tədqiqata cəlb edilmiş, Azərbaycan dili ilə oxşar və fərqli cəhətlər üzə çıxarılmışdır. Məqalədə bütün dil faktları “Azərbaycan dilinin Orfoqrafiya Normaları” ilə bağlı Azərbaycan Respublikası Nazirlər Kabinetinin qərarlarına istinadən verilmişdir. Açar sözlər: orfoqrafiya, dil, azərbaycan dili, türk dili, yazılış Dilber Vatan Jamali ORTHOGRAPHY OF COMPOUND NAMES IN TURKISH AND AZERBAIJANI LANGUAGES Abstarct In the article, orthographic norms and changes in the spelling of complex names in the Azerbaijani language have been written under the guidance of spelling norms of the Azerbaijani language approved by the Resolution No. 174 of the Cabinet of Ministers of the Republic of Azerbaijan dated April 16, 2019, and by the Resolution No. 438 of certain amendments dated November 3, 2020, and substantiated on examples from contemporary books and sites. At the same time, similarities and distinctions in the spelling of compound nouns with modern Turkish have been revealed comparatively. Key words: orthography, language, Azerbaijani, Turkish, spelling.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.
Full textAbstract:
This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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Vinogradov, Iurii Mikhailovich. "About the implicit variant of the affix of the third person of the category of possession of nouns in the Chuvash language." Development of education, no. 1 (1) (September 25, 2018): 82–84. http://dx.doi.org/10.31483/r-21461.
Full textAbstract:
The article deals with the spelling of nominal word combinations in the Chuvash language, the components of which are connected by an implicit version of the affix of the third person. The work points to the contradiction in the orthography of similar word combinations: кĕреке пуçĕ "toast-master", вăйă пуçĕ "head of the game", кĕтÿ пуçĕ "leader of the pack" (separately) – пирĕн çулпуç "our leader", гений çулпуç "brilliant leader" (in one word). The modern spelling dictionaries do not include a number of word combinations, which are identical in structure with the syntagmas represented in dictionaries in the joined-up writing. The author proves that a separate spelling corresponds to the orthography of all nominal syntagmas.
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Viebahn, Malte C., James M. McQueen, Mirjam Ernestus, Ulrich H. Frauenfelder, and Audrey Bürki. "How much does orthography influence the processing of reduced word forms? Evidence from novel-word learning about French schwa deletion." Quarterly Journal of Experimental Psychology 71, no. 11 (January 1, 2018): 2378–94. http://dx.doi.org/10.1177/1747021817741859.
Full textAbstract:
This study examines the influence of orthography on the processing of reduced word forms. For this purpose, we compared the impact of phonological variation with the impact of spelling-sound consistency on the processing of words that may be produced with or without the vowel schwa. Participants learnt novel French words in which the vowel schwa was present or absent in the first syllable. In Experiment 1, the words were consistently produced without schwa or produced in a variable manner (i.e., sometimes produced with and sometimes produced without schwa). In Experiment 2, words were always produced in a consistent manner, but an orthographic exposure phase was included in which words that were produced without schwa were either spelled with or without the letter <e>. Results from naming and eye-tracking tasks suggest that both phonological variation and spelling-sound consistency influence the processing of spoken novel words. However, the influence of phonological variation outweighs the effect of spelling-sound consistency. Our findings therefore suggest that the influence of orthography on the processing of reduced word forms is relatively small.
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Salas, Naymé. "Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography." Written Language and Literacy 25, no. 1 (June 7, 2022): 40–66. http://dx.doi.org/10.1075/wll.00060.sal.
Full textAbstract:
Abstract Spelling is a complex skill that requires mobilizing various levels of linguistic and orthographic representation. While there is substantial evidence of the impact of phonological skills in its development, less is known about the explanatory value of non-phonological (e.g., morphological, orthographic) strategies in conventional spelling scores. This study assessed the unique impact of non-phonological spelling strategies after accounting for a large set of linguistic and cognitive predictors, as well as contextual variables (e.g., SES) in a language with a semi-consistent orthography: Catalan. Participants were 328 eighth-grade students from low-income households. Results showed that non-phonological spelling skills explained a substantial proportion of the variance in conventional spelling, over and above the rest of predictor variables, including phonographic skills, with the final model explaining more than 80% of the variance. Theoretical and educational implications are discussed.