Relevant bibliographies by topics / Languages ; Graphemics ; Word frequency

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Languages ; Graphemics ; Word frequency'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Languages ; Graphemics ; Word frequency"

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van Leeuwen, Tessa M., Mark Dingemanse, Büşra Todil, Amira Agameya, and Asifa Majid. "Nonrandom Associations of Graphemes with Colors in Arabic." Multisensory Research 29, no. 1-3 (2016): 223–52. http://dx.doi.org/10.1163/22134808-00002511.

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Numerous studies demonstrate people associate colors with letters and numbers in systematic ways. But most of these studies rely on speakers of English, or closely related languages. This makes it difficult to know how generalizable these findings are, or what factors might underlie these associations. We investigated letter–color and number–color associations in Arabic speakers, who have a different writing system and unusual word structure compared to Standard Average European languages. We also aimed to identify grapheme–color synaesthetes (people who have conscious color experiences with letters and numbers). Participants associated colors with 28 basic Arabic letters and ten digits by typing color names that best fit each grapheme. We found language-specific principles determining grapheme–color associations. For example, the word formation process in Arabic was relevant for color associations. In addition, psycholinguistic variables, such as letter frequency and the intrinsic order of graphemes influenced associations. Contrary to previous studies we found no evidence for sounds playing a role in letter–color associations for Arabic, and only a very limited role for shape influencing color associations. These findings highlight the importance of linguistic and psycholinguistic features in cross-modal correspondences, and illustrate why it is important to play close attention to each language on its own terms in order to disentangle language-specific from universal effects.
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CUETOS, FERNANDO, and PAZ SUÁREZ-COALLA. "From grapheme to word in reading acquisition in Spanish." Applied Psycholinguistics 30, no. 4 (October 2009): 583–601. http://dx.doi.org/10.1017/s0142716409990038.

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ABSTRACTThe relationship between written words and their pronunciation varies considerably among different orthographic systems, and these variations have repercussions on learning to read. Children whose languages have deep orthographies must learn to pronounce larger units, such as rhymes, morphemes, or whole words, to achieve the correct pronunciation of some words. However, children whose languages have transparent orthographies need only learn to pronounce graphemes to be able to read any word. In this study, the reading evolution of Spanish-speaking children was investigated for the purpose of discovering when and for what types of stimuli lexical information is used in Spanish. Five- to 10-year-old children were presented with lists of stimuli in which lexicality, frequency, and length were manipulated. The results in terms of reading accuracy and speed showed that the influence of stimulus length is great in the early grades and later diminishes, and just the opposite is the case for lexicality and frequency. These data suggest that reading acquisition in Spanish constitutes a continuum that ranges from phonological recoding to the use of lexical strategies, and that this transition is made at a very early stage, at least for the most frequent words.
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Dubkova, Olga V. "Psycholinguistic Studies of Chinese Worldview Fragments." Journal of Psycholinguistic, no. 4 (December 23, 2020): 35–49. http://dx.doi.org/10.30982/2077-5911-2020-46-4-35-49.

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At present, fragments of the Chinese worldview are studied on the basis of theoretical and practical research developed by the Moscow Psycholinguistic School. In Russian and Chinese psycholinguistics, sufficient material has been accumulated to determine the main advantages of the free associative experiment. The problems of identifying stimulus words and interpreting reactions reflecting the Chinese picture of the world are also obvious. The free associative experiment allows us to determine the deep mental connections of the phonetic and graphic appearance of the Chinese word, represented by graphemes different from those of the Russian language, the latter having their own lexical and additional “graphic” meaning. The difficulties in learning languages of different typological systems are associated with the problems of compiling a vocabulary of stimulus words and the possibility of a multivalued interpretation of Chinese recipients’ reactions, reflecting the images of the Chinese consciousness. For this reason, it is unacceptable to transfer the “reification” of fragments of the Russian worldview to the fragments of the Chinese worldview. When compiling a vocabulary of stimulus words, one should take into account the structural and grammatical features of the Chinese word, the structure of Chinese characters and their origin, the frequency in the speech of native speakers, etc. To interpret the reactions of a free associative experiment, in addition to bilingual dictionaries, it is advisable to use various dictionaries of the Chinese language, including etymological ones. Based on the established tradition of analyzing the results of associative experiments, the author typologizes the reactions of Chinese speakers, which allows to establish the dynamics of the Chinese worldview.
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ÁLVAREZ-CAÑIZO, Marta, Paz SUÁREZ-COALLA, and Fernando CUETOS. "The role of sublexical variables in reading fluency development among Spanish children." Journal of Child Language 45, no. 4 (February 19, 2018): 858–77. http://dx.doi.org/10.1017/s0305000917000514.

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AbstractSeveral studies have found that, after repeated exposure to new words, children form orthographic representations that allow them to read those words faster and more fluently. However, these studies did not take into account variables related to the words. The aim of this study was to investigate the influence of sublexical variables on the formation of orthographic representations of words by Spanish children. The first experiment used pseudo-words of varying syllabic structure and syllabic frequency. The stimuli for the second experiment were formed with or without context-dependent graphemes. We found that formation of orthographic representations was influenced by syllabic structure (easier for words with simple syllabic structure) and the context-dependency of graphemes (easier in the absence of context-dependent graphemes), but not syllabic frequency. These results indicate that the easier it is to read a word, the easier it is to form an orthographic representation of it.
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Brysbaert, Marc, Matthias Buchmeier, Markus Conrad, Arthur M. Jacobs, Jens Bölte, and Andrea Böhl. "The Word Frequency Effect." Experimental Psychology 58, no. 5 (July 1, 2011): 412–24. http://dx.doi.org/10.1027/1618-3169/a000123.

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We review recent evidence indicating that researchers in experimental psychology may have used suboptimal estimates of word frequency. Word frequency measures should be based on a corpus of at least 20 million words that contains language participants in psychology experiments are likely to have been exposed to. In addition, the quality of word frequency measures should be ascertained by correlating them with behavioral word processing data. When we apply these criteria to the word frequency measures available for the German language, we find that the commonly used Celex frequencies are the least powerful to predict lexical decision times. Better results are obtained with the Leipzig frequencies, the dlexDB frequencies, and the Google Books 2000–2009 frequencies. However, as in other languages the best performance is observed with subtitle-based word frequencies. The SUBTLEX-DE word frequencies collected for the present ms are made available in easy-to-use files and are free for educational purposes.
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Khan, Quratulain H., and Lori Buchanan. "Word frequency of written Urdu." Semantic Considerations of Lexical Processing 9, no. 1 (April 24, 2014): 131–40. http://dx.doi.org/10.1075/ml.9.1.06kha.

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Performance on word processing tasks is known to be influenced by the frequency with which words occur in a language. Large and robust effects of word frequency occur across languages and the processes thought to be sensitive to word frequency are considered fundamentally important characteristics of the mental lexicon. To our knowledge, word frequency data is non-existent for Urdu. This important language has characteristics that make it appealing to psycholinguists. Unfortunately, most of the Urdu published electronically is in the form of image files rather than text and therefore, has been largely inaccessible by programs designed to generate word counts. Consequently, unlike other important orthographies (e.g., English) orthographic word frequencies in Urdu are not readily available. We describe here a database that addresses this methodological gap. We have constructed a word frequency database for written Urdu and describe that development. We also describe data from simple tests of the effects of Urdu word frequency to demonstrate that our measure results in effects considered to be the hallmark of frequency effects. The frequency counts from this database will help psycholinguists and cognitive psychologists conduct and control future studies on the mental lexicon using Urdu. This database can be downloaded from http://web2.uwindsor.ca/psychology/urdufrequency/
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Soveri, Anna, Minna Lehtonen, and Matti Laine. "Word frequency and morphological processing in Finnish revisited." Mental Lexicon 2, no. 3 (December 7, 2007): 359–85. http://dx.doi.org/10.1075/ml.2.3.04sov.

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The aims of the present study were to investigate the effects of word frequency on morphological processing of inflected words in Finnish, and to re-test previous results obtained for high frequency inflected words in Finnish which suggest that inflected words of high frequency might have full-form representations in the mental lexicon. Our results from three visual lexical decision experiments with monolingual Finnish speakers suggest that only very high frequency inflected Finnish words have full-form representations. This finding differs from results obtained from related studies in morphologically more limited Indo-European languages, in which full-form representations for inflected words seem to exist at a much lower level of frequency than in the morphologically rich Finnish language.
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Goggin, Judith P., Patricia Estrada, and Ronald P. Villarreal. "Picture-naming agreement in monolingulas and biliguals." Applied Psycholinguistics 15, no. 2 (April 1994): 177–93. http://dx.doi.org/10.1017/s0142716400005312.

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ABSTRACTName agreement in Spanish and English in response to 264 pictures was assessed in monolinguals and in bilinguals, who varied in rated skill in the two languages. Most of the pictures were adapted from a standardized set of line drawings of common objects (Snodgrass & Vanderwart, 1980). Name agreement decreased as language skill decreased, and agreement was lower when labels were given in Spanish rather than in English. The relationship between name agreement and word frequency, word length, and (in the case of English) age of acquisition was assessed; both word frequency and word length were found to be related to agreement. Modal responses given by monolingual subjects were nearly identical in the two languages, and the types of non-modal responses were affected by both naming language and language skill.
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Allen, David. "The prevalence and frequency of Japanese-English cognates: Recommendations for future research in applied linguistics." International Review of Applied Linguistics in Language Teaching 57, no. 3 (September 25, 2019): 355–76. http://dx.doi.org/10.1515/iral-2017-0028.

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Abstract Research has demonstrated that cognates are processed and acquired more readily than noncognates regardless of whether the languages share a common script or etymological background (e. g., Japanese and English). Very little research, however, has focused on the prevalence and frequency of cognates in orthographically distinct languages. Using Japanese word frequency data, the present study demonstrates that between 49 % and 22 % of the most common 10000 words in English are cognate in Japanese, depending on the frequency threshold used. The analysis is extended to the Academic Word List (Coxhead 2000), which is shown to be between 59 % and 30 % cognate. Finally, a lexical familiarity study revealed that Japanese cognate frequency was a reliable indicator of whether the word was known to the majority of Japanese speakers. Based on the findings and drawing upon research in psycholinguistics, a number of recommendations are put forward for future studies in applied linguistics.
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박성하, 유현조, and 박은석. "Frequency Distributions of Word Order Types of Sino-Tibetan Languages of China." Journal of Foreign Studies ll, no. 45 (September 2018): 135–72. http://dx.doi.org/10.15755/jfs.2018..45.135.

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Dissertations / Theses on the topic "Languages ; Graphemics ; Word frequency"

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Schur, Ellen. "An exploration of the structural properties of L2 vocabulary networks : a graph theoretical approach." Thesis, Swansea University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625459.

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Pinnow, Eleni. "How much is enough the role of variant frequency in the processing and recognition of phonological variants /." Diss., Online access via UMI:, 2005.

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Jankowski, Scott Steven. "The influence of task demands on familiarity effects in visual word recognition a cohort model perspective /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148583565.

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Jonsson, Signe. "Automaticity in L2 learning: Correlation between vocabulary proficiency and response time in word recognition." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130831.

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Automaticity (in this essay defined as short response time) and fluency in language use are closely connected to each other and some research has been conducted regarding some of the aspects involved. In fact, the notion of automaticity is still debated and many definitions and opinions on what automaticity is have been suggested (Andersson,1987, 1992, 1993, Logan, 1988, Segalowitz, 2010). One aspect that still needs more research is the correlation between vocabulary proficiency (a person’s knowledge about words and ability to use them correctly) and response time in word recognition. Therefore, the aim of this study has been to investigate this correlation using two different tests; one vocabulary size test (Paul Nation) and one lexical decision task (SuperLab) that measures both response time and accuracy. 23 Swedish students partaking in the English 7 course in upper secondary Swedish school were tested. The data were analyzed using a quantitative method where the average values and correlations from the test were used to compare the results. The correlations were calculated using Pearson’s Coefficient Correlations Calculator. The empirical study indicates that vocabulary proficiency is not strongly correlated with shorter response times in word recognition. Rather, the data indicate that L2 learners instead are sensitive to the frequency levels of the vocabulary. The accuracy (number of correct recognized words) and response times correlate with the frequency level of the tested words. This indicates that factors other than vocabulary proficiency are important for the ability to recognize words quickly.
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Erlandsson, Tina, and Wallgren Sara Gutierrez. "Vocabulary Acquisition Based on Nation’s Criteria for Knowing a Word, with a Focus on Proficiency and Frequency : A Study on Incidental Vocabulary Acquisition through Reading and the Role of Surrounding Factors." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154502.

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Several studies have been made in the field of second language acquisition (SLA) regarding incidental vocabulary acquisition through reading. However, the majority have focused on the meaning of a word to measure complete acquisition. Nation (2001) argues that there are three main criteria for knowing a word, namely form, meaning and use, and it is not until all three criteria are met that one acquires new vocabulary. Therefore, we chose to create a study which focuses on incidental vocabulary acquisition through reading, but that focuses on three sub-criteria of Nation’s three main ones, namely recognition, association and collocation. In a previous study (Erlandsson and G. Wallgren 2017) we concluded that higher vocabulary knowledge contributes to better reading comprehension. Additionally, researchers (Horst et al. 1998; Day et al. 1991; Zahar et al. 2001; Waring and Takaki 2003; Pigada and Smith 2006, and Zhao et al. 2016) have also brought up several factors, such as learners’ prior proficiency level and word frequency, that can affect the outcome of incidental vocabulary acquisition. Therefore, we decided to investigate what impact these two factors have as well.  Our research questions are: How much vocabulary is learnt incidentally through reading, and how do proficiency and word frequency affect incidental vocabulary acquisition? These questions were answered through a study made in a classroom environment with students in the 8th grade. We were inspired by a study made by Waring and Takaki (2003) who focused on two main criteria for knowing a word, form and meaning. Our study was done through reading nine chapters from the novel Holes by Louis Sachar (2001) and to determine the degree to which rate word frequency played a part in incidental vocabulary acquisition, 24 words were chosen within four different ranges of word frequency (ranging between two occurrences to 39 occurrences in the text). These 24 words were then replaced with substitute words to ensure that each test word was new to the participants. First, the participants completed a reading comprehension test to establish the participants’ reading proficiency levels in English. They were later asked to read the chapters containing the substitute words. Directly after the reading exercise, the participants completed a vocabulary acquisition test. The vocabulary acquisition test consisted of three parts that focused on recognition (word recognition), association (multiple choice) and collocation (putting the target words in a context). Results show that words are acquired incidentally through reading. Our findings show a positive correlation between high reading proficiency levels and a higher amount of words acquired. The findings also indicate a positive correlation between words within a higher frequency range with a higher chance of being acquired. Furthermore, we also observed that substitute words with low frequency in some situations had a higher uptake than those words with a higher frequency. After this observation we tried to explain the anomaly by looking into the textual context of the surrounding words and found a potential explanation in the fact that the low frequency words had very descriptive surroundings.
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Joandi, Linnéa. "Productivity Measurements Applied to Ten English Prefixes : A comparison of different measures of morphological productivity based on ten prefixes in English." Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81966.

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Morphological productivity is difficult to define and describe. Nevertheless have several measures been proposed by scholars, in order to quantify this notion. This paper investigates ten common English prefixes with meanings related to degree or size. The aims of the study are (1) to review several measures of morphological productivity, (2) via a sample of corpus occurrences of ten prefixes, to calculate productivity figures using five different measures of productivity, and (3), perhaps most importantly, to discuss the differences and similarities of the five measures. The results suggest that while several of the measures are quite similar (e.g. type frequency and hapax legomena frequency), other measures are different (e.g. 'Productivity in the narrow sense'). While three of the measures could be said to provide information concerning past or 'factual' productivity, two of the measures seem instead to indicate an aspect of productivity that is referred to as 'potential' productivity.
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Pontén, Josefine. "Das Wort kenne ich! : Eine Frequenzanalyse von Vokabeln in zwei DaF-Lehrwerken für das Niveau A2." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89698.

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This two-part study investigates the word frequency of a total of 1296 vocabularies presented in the textbooks Digilär Tyska 3 and Lieber Deutsch 3 2.0, which correspond to the language proficiency level A2. The aim of the study was to investigate to what extent the designated vocabulary in the two textbooks represents the most frequent words in the German language. To determine this, the study was divided into two parts: In the first part, a quantitative study was conducted to answer the following research question: To what extent does the vocabulary in two German textbooks used in Swedish upper secondary schools represent the most frequent words in the German language? The chapter vocabularies were compared to the corpus-based frequency dictionary A Frequency Dictionary of German which lists the 4034 most frequent words in the German language. This study showed that both textbooks provided a high coverage of high frequency words with a percentage of 78% and 73%. Additionally, the vocabularies belonging to the vocabulary excerises in Digilär Tyska 3 were investigated and the result showed that 62% of these words had a low frequency and were not included in the frequency dictionary. Due to this low frequency coverage in the vocabulary exercises a need for a second part of the study was identified to investigate whether this vocabulary, despite its low frequency would still be important for the students to learn. Therefore, a second study with the following two research questions was conducted: Which themes do the low frequent words belong to? To what extent would each word separately in a low frequent composition come across as high frequent?The analyses in the second part of this study showed that the most dominating themes among the low frequency words were describing words, animals, hobbies and other. Consequently, it was argued that these themes could be relevant to address the students’ varying interests. Furthermore, the frequency analysis of the low frequency compositions showed that 13.8 % of the low frequency words could be seen as high frequent when the frequency of each word within a composition was taken into account. Based on these results, it was argued that students learning German with the help of these textbooks would encounter many high frequency words. However, it was stressed that frequency alone cannot be the only deciding factor when identifying the adequate vocabulary for language learners. Motivational aspects such as incorporating vocabulary belonging to themes that students have an interest in would be another important factor that needs to be taken into account when choosing vocabulary. Furthermore, it was argued that teachers should incorporate strategies for German word composition to increase their students’ vocabulary range.
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Utgof, Darja. "The Perception of Lexical Similarities Between L2 English and L3 Swedish." Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15874.

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The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.

It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.

The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II. 

The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.

The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.

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Izaks, Jill. "A study of the effects of an undergraduate vocabulary programme on vocabulary development and academic literacy." Diss., 2015. http://hdl.handle.net/10500/19204.

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Text in English
This study examined the vocabulary and academic literacy levels of undergraduate students at the University of Namibia, as well as the effects of an explicit and an implicit vocabulary programme on vocabulary development and academic literacy. The study also sought to determine the effects of the programmes on students’ attitudes about vocabulary and explicit vocabulary strategies. The relationship between students’ vocabulary size, academic literacy levels, and their self-assessment of their vocabulary knowledge was examined. Many students had not reached the desired word mastery and did not have adequate academic literacy skills to cope with the demands of university. Students in the explicit group modestly improved receptive vocabulary knowledge at the end of the intervention but there was no significant improvement in academic literacy skills. Overall, students showed an increase in positive responses regarding their attitudes to vocabulary.
Linguistics and Modern Languages
M.A. (Applied Linguistics)
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Books on the topic "Languages ; Graphemics ; Word frequency"

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Word frequency distributions. Dordrecht: Kluwer Academic, 2001.

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Gabriel, Altmann, ed. Word frequency studies. Berlin: Mouton de Gruyter, 2009.

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McFarland, Curtis D. A frequency count of Filipino. Manila, Philippines: Linguistic Society of the Philippines, 1989.

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Sŏul mal chinʼgyŏng kuŏ yŏnʼgu. Sŏul-si: Pagijŏng, 2006.

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Perebyĭnis, Valentyna Sydorivna. Chastotni slovnyky ta ïkh vykorystanni͡a︡. Kyïv: Nauk. dumka, 1985.

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(Indonesia), Pusat Bahasa, ed. Kosakata dasar Swadesh di Kabupaten Ketapang, Kapuas Hilir, dan Sambas. Jakarta: Pusat Bahasa, Departemen Pendidikan Nasional, 2002.

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(Indonesia), Pusat Bahasa, ed. Kosakata dasar Swadesh di Kotamadya Pontianak dan Kabupaten Pontianak. Jakarta: Pusat Bahasa, Departemen Pendidikan Nasional, 2002.

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(Indonesia), Pusat Bahasa, ed. Kosakata dasar Swadesh di Kabupaten Sanggau dan Sintang. Jakarta: Pusat Bahasa, Departemen Pendidikan Nasional, 2002.

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Gabriel, Altmann, and Čech Radek, eds. The Lambda-structure of texts. Lüdenscheid: RAM-Verlag, 2011.

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Aĭymbetov, M. Opyt lingvo-statisticheskogo analiza leksiki i morfologii karakalpakskogo publit︠s︡isticheskogo teksta. Nukus: Izd-vo "Bilim", 1991.

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Book chapters on the topic "Languages ; Graphemics ; Word frequency"

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Qiao, Wei, and Maosong Sun. "Word Frequency Approximation for Chinese Using Raw, MM-Segmented and Manually Segmented Corpora." In Computer Processing of Oriental Languages. Beyond the Orient: The Research Challenges Ahead, 256–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11940098_27.

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Echizen-ya, Hiroshi, Kenji Araki, and Yoshio Momouchi. "Automatic Extraction of Low Frequency Bilingual Word Pairs from Parallel Corpora with Various Languages." In Advances in Knowledge Discovery and Data Mining, 32–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11430919_5.

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Braunmüller, Kurt. "74. The Ancient-Nordic linguistic system from a typological point of view: Phonology, graphemics , morphology, syntax and word order." In The Nordic Languages, Part 1. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110197051-074.

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"58. Word Frequency in Slavic (with an Emphasis on Russian)." In Die slavischen Sprachen / The Slavic Languages, 809–12. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110214475.1.10.809.

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Treiman, Rebecca. "Consonants." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0008.

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Learning to spell involves learning about the relations between the phonemes of the spoken language and the graphemes of the printed language. In Chapter 4, I asked how children learn these relations for vowels. The results showed that a number of factors affect children’s learning, including their exposure to printed words, their knowledge of letter names, and their phonological systems. In this chapter, I turn to consonants. I ask whether these same factors affect children’s spelling of consonants. This chapter focuses on substitution errors and, to a lesser extent, correct spellings. Consonant omission errors will be considered in detail in Chapter 8. Sometimes, the first graders’ most common spellings of consonant phonemes were those spellings that are most frequent in the conventional English system. However, the children’s spellings did not always mirror those of conventional English. The children sometimes used a grapheme that never represents the phoneme in the standard system; that is, an illegal spelling. As in Chapter 4, I focus on illegal spellings that occurred at rates of 2.5% or more. I ask why the children selected that particular grapheme to represent the phoneme. In other cases, the students used a legal spelling significantly more often than expected given its frequency in the conventional system. Again, factors other than exposure to the relations between phonemes and graphemes in English words must be responsible for the error. I ask what these factors are. As in Chapter 4, I use binomial tests to compare the frequencies of correspondences in children’s spelling to the frequencies of the correspondences in the conventional spellings of the same words. In this section, the children’s spellings of various consonant phonemes are discussed. The reader may find it helpful to refer to the consonant chart of Figure 1.5 when reading this section. The stop consonants of English are /p/, /t/, /k/, /b/, /d/, and /g/. In discussing how the children spelled these consonants, I will first consider the children’s spellings without regard to the contexts in which the consonants occurred. Next, I will discuss some errors that occurred for stop consonants in particular contexts.
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Trifonov, Tihomir, and Tsvetanka Georgieva-Trifonova. "Research on Letter and Word Frequency and Mathematical Modeling of Frequency Distributions in the Modern Bulgarian Language." In Advances in Systems Analysis, Software Engineering, and High Performance Computing, 111–39. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6252-0.ch007.

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The purpose of this chapter is to present current research on the modern Bulgarian language. It is one of the oldest European languages. An information system for the management of the electronic archive with texts in Bulgarian language is described. It provides the possibility for processing the collected text information. The detailed and comprehensive researches on the letter and the word frequency in the modern Bulgarian language from varied sources (fiction, scientific and popular science literature, press, legal texts, government bulletins, etc.) are performed, and the obtained results are represented. The index of coincidence of the Bulgarian language as a whole and for the individual sources is computed. The results can be utilized by different specialists – computer scientists, linguists, cryptanalysts, and others. Furthermore, with mathematical modeling, the authors found the letter and word frequency distributions and their models and they estimated their standard deviations by documents.
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Calude, Andreea S., and Mark Pagel. "How Do We Use Language? Shared Patterns in the Frequency of Word Use Across 17 World Languages." In Culture Evolves, 289–302. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:osobl/9780199608966.003.0017.

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Kumar K., Vimal, and Divakar Yadav. "Word Sense Based Hindi-Tamil Statistical Machine Translation." In Natural Language Processing, 410–21. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0951-7.ch021.

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Corpus based natural language processing has emerged with great success in recent years. It is not only used for languages like English, French, Spanish, and Hindi but also is widely used for languages like Tamil, Telugu etc. This paper focuses to increase the accuracy of machine translation from Hindi to Tamil by considering the word's sense as well as its part-of-speech. This system works on word by word translation from Hindi to Tamil language which makes use of additional information such as the preceding words, the current word's part of speech and the word's sense itself. For such a translation system, the frequency of words occurring in the corpus, the tagging of the input words and the probability of the preceding word of the tagged words are required. Wordnet is used to identify various synonym for the words specified in the source language. Among these words, the one which is more relevant to the word specified in source language is considered for the translation to target language. The introduction of the additional information such as part-of-speech tag, preceding word information and semantic analysis has greatly improved the accuracy of the system.
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Hai-Jew, Shalin. "Querying Google Books Ngram Viewer's Big Data Text Corpuses to Complement Research." In Enhancing Qualitative and Mixed Methods Research with Technology, 514–55. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6493-7.ch020.

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If qualitative and mixed methods researchers have a tradition of gleaning information from all possible sources, they may well find the Google Books Ngram Viewer and its repository of tens of millions of digitized books yet another promising data stream. This free cloud service enables easy access to big data in terms of querying the word frequency counts of a range of terms and numerical sequences (and languages) from 1500 – 2000, a 500-year span of book publishing, with new books being added continually. The data queries that may be made with this tool are virtually unanswerable otherwise. The word frequency counts provide a lagging indicator of both instances and trends, related to language usage, cultural phenomena, popularity, technological innovations, and a wide range of other insights. The text corpuses contain de-contextualized words used by the educated literati of the day sharing their knowledge in formalized texts. The enablements of the Google Books Ngram Viewer provide complementary information sourcing for designed research questions as well as free-form discovery. This tool allows downloading of the “shadowed” (masked or de-identified) extracted data for further analyses and visualizations. This chapter provides both a basic and advanced look at how to extract information from the Google Books Ngram Viewer for light research.
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Ryan, Kevin M. "Prosodic end-weight and the stress–weight interface." In Prosodic Weight, 160–231. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817949.003.0005.

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Prosodic end-weight refers to the specifically phonological aspect of end-weight, as emerges when one controls for other factors influencing word order, such as frequency, semantics, and syntactic complexity. Eight principles of prosodic end-weight are established, all aligning with the typology of weight more generally, suggesting that prosodic end-weight reflects bona fide phonological weight as opposed to raw complexity or duration. Several possible explanations for prosodic end-weight are considered, including final lengthening, complexity deferral, phonotactic or rhythmic optimization, and phrasal or nuclear stress. Phrasal stress is argued to be the core explanation for prosodic end-weight. Thus, weight-stress mapping operates both within words and in phrasal prosody. Weight-mapping constraints from earlier in the book are extended to phrasal contexts. This analysis predicts, evidently correctly, that some languages, such as Turkish, should exhibit prosodic beginning-weight rather than end-weight.
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Conference papers on the topic "Languages ; Graphemics ; Word frequency"

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Stenger, I., and T. Avgustinova. "VISUAL VS. AUDITORY PERCEPTION OF BULGARIAN STIMULI BY RUSSIAN NATIVE SPEAKERS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-684-695.

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This study contributes to a better understanding of receptive multilingualism by determining similarities and differences in successful processing of written and spoken cognate words in an unknown but (closely) related language. We investigate two Slavic languages with regard to their mutual intelligibility. The current focus is on the recognition of isolated Bulgarian words by Russian native speakers in a cognate guessing task, considering both written and audio stimuli. The experimentally obtained intercomprehension scores show a generally high degree of intelligibility of Bulgarian cognates to Russian subjects, as well as processing difficulties in case of visual vs. auditory perception. In search of an explanation, we examine the linguistic factors that can contribute to various degrees of written and spoken word intelligibility. The intercomprehension scores obtained in the online word translation experiments are correlated with (i) the identical and mismatched correspondences on the orthographic and phonetic level, (ii) the word length of the stimuli, and (iii) the frequency of Russian cognates. Additionally we validate two measuring methods: the Levenshtein distance and the word adaptation surprisal as potential pr
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Skotarek, Dariusz. "Zipf’s law in Toki Pona." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0047/000462.

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Zipf’s Law states that within a given text the frequency of any word is inversely proportional to its rank in the frequency table of the words used in that text. It is a statistical regularity of a power law that occurs ubiquitously in language – so far every language that has been tested was found to display the Zipfian distribution. Toki Pona is an experimental artificial language spoken by hundreds of users. It is extremely minimalistic – its vocabulary consists of mere 120 words. A comparative statistical analysis of two parallel texts in French and Toki Pona showed that even a language of such scarce vocabulary adheres to Zipf’s Law just like natural languages.
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