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Journal articles on the topic 'Spelling books'
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1
Rutkowska, Hanna. "Morphological Spelling." International Journal of English Studies 20, no. 2 (October 19, 2020): 31–45. http://dx.doi.org/10.6018/ijes.392581.
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This study aims at contributing to the discussion on the role of the early printers in the regularisation and standardisation of the English spelling. It assesses the degree of early printers’ (in)consistency concerning morphological spelling, in particular the spelling of third person singular present tense (indicative) inflectional endings of verbs in six editions of The book of good maners (1487–1526), printed by William Caxton, Richard Pynson and Wynkyn de Worde. The analysis suggests that early printers could have been interested in regularising spelling already before normative guidance from scholars became available in the form of grammars and spelling books, that is before the middle of the sixteenth century. However, the levels of the printers’ spelling consistency varied, depending on the particular printing house and edition.
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Zhang, Liwen. "Great Expectations and Dickens’s Spelling Book Predicament." Journal of Victorian Culture 24, no. 4 (November 2, 2018): 507–20. http://dx.doi.org/10.1093/jvcult/vcy061.
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Abstract In Great Expectations (1860–61), Pip and Herbert’s formal introduction to each other in London is a rare occasion on which Pip discloses his first name to someone else, and even more unexpectedly, accepts a blacksmith-related nickname with alacrity. Herbert asks Pip to address him on a first-name basis, and Pip, in return, reveals his first name Philip. Herbert dislikes this name, for ‘it sounds like a moral boy out of a spelling book’. Instead, he proposes a familiar name ‘Handel’, namesake of the famous composer. While previous scholarship has extensively explored the various possible connotations of ‘Pip’ and ‘Handel’, it has not adequately examined the connection between ‘Handel’ and Dickens’s passing comment on spelling books. This paper examines the complex intertextuality between Dickens’s novels and spelling books. For Dickens, the spelling book not only represents an unpleasant type of elementary schoolbook or an undesirable method of teaching; it stands for the arbitrary blend of literacy training and moral cultivation. Although Dickens welcomed both of these undertakings, he objected to the common pedagogical practice of learning to read by memorizing moral tales. As he implies in Great Expectations, a good moral tale should be morally ambivalent and narratively sophisticated. Instead of being memorized and taken for granted like a spelling-book text, it should elicit empathy and encourage idiosyncratic interpretation. The spelling-book mentality is a predicament for a novel writer, and a hurdle in the way of sympathetic reading of a novel. A novel may be moralistic, but it belongs first and foremost to the realm of knowledge and experience, rather than the vacuum of innocence.
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Condorelli, Marco. "The rationalisation of vowel diacritic spelling in Early Modern English (1500–1700)." Journal of Historical Sociolinguistics 8, no. 2 (October 1, 2022): 293–323. http://dx.doi.org/10.1515/jhsl-2021-0008.
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Abstract During the sixteenth and the seventeenth centuries, a number of spelling solutions gradually became established in English as ways to indicate vowel quality, namely whether a vowel sound was different from another, and vowel quantity, that is to say whether a vowel was long or short. Among the solutions that arose to indicate vowel quality, <ea> and <oa> were introduced for spellings like sea and boat. For vowel quantity, ‘single’ consonants in pairs like <g> and <dg>, <ch> and <tch>, as well as <k> and <ck> began to be used for immediately preceding long vowels. My contribution explores all of the examples of vowel diacritic spelling mentioned above in printed English between 1500 and 1700, using a quantitative model for the analysis of patterns across a range of texts from Early English Books Online. The analysis shows an overall process of standardisation occurring between the sixteenth and the seventeenth centuries, and provides fresh insights into the lexical distribution for the standardisation of vowel diacritic spelling. The discussion reflects upon the development of the spellings, and argues for pragmatic factors within the Early Modern English printing industry as responsible for their modern standardisation.
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Fatahillah, Dzulfikar. "Transliterasi Melayu ke Jawi Menggunakan Teknik Pemetaan Karakter." Jurnal Repositor 2, no. 1 (January 4, 2020): 9. http://dx.doi.org/10.22219/repositor.v2i1.473.
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Malay to jawi transliteration generally used to writing translated books from arabic and islamic book who developed by moeslem scholar in southeast asia. Malay to jawi transliteration currently using arabic word approach. That the result close to real arabic word. But in the development of Malay language many changes in the spelling and new terms. So have not yet solve homograph problems, less vowel, and spelling not consistency. Transliteration in this study using the Malay spelling approach using the character mapping method based on the sound of letters in general in Malay words. This research transliterates all characters / letters of each word from one or more sentences. so that no letters are lost and the option of adding a sign in vowels. From the tests conducted on the new jawi using the version of the Pusat Rujukan Persuratan Melayu (PRPM), the level of jawi is reduced and by using the vowel sign option so while using that option the homograph has not been found.Malay to jawi transliteration generally used to writing translated books from arabic and islamic book who developed by moeslem scholar in southeast asia. Malay to jawi transliteration currently using arabic word approach. That the result close to real arabic word. But in the development of Malay language many changes in the spelling and new terms. So have not yet solve homograph problems, less vowel, and spelling not consistency. Transliteration in this study using the Malay spelling approach using the character mapping method based on the sound of letters in general in Malay words. This research transliterates all characters / letters of each word from one or more sentences. so that no letters are lost and the option of adding a sign in vowels. From the tests conducted on the new jawi using the version of the Pusat Rujukan Persuratan Melayu (PRPM), the level of jawi is reduced and by using the vowel sign option so while using that option the homograph has not been found.
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Voeste, Anja. "Spelling variation and text alignment." Zeitschrift für Sprachwissenschaft 40, no. 3 (November 1, 2021): 279–95. http://dx.doi.org/10.1515/zfs-2021-2032.
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Abstract In the 15th century, at a time when codification via dictionaries and grammars had not yet taken effect, printers, editors, and compositors were already producing pamphlets and books that had to meet the new requirements of the letterpress, especially as regards the arrangement of white space and uniform line justification (even-margined on the left and right). The following analysis investigates five German editions of the Mirabilia Romae (Marvels of the City of Rome), a well-known pilgrim guide, all printed in 1500 for the contemporaneous Jubilee year and thus for short-term sale. The results show that compositors used different means for text alignment: In addition to deviations in line counts and the repositioning of lines, they chose extended or contracted spelling variants, predominantly on the second half of the page. The most frequent variants are abbreviations in the form of tildes. However, just a few spelling patterns with tildes were used. With respect to explanatory processes in a historical perspective, the results call for a closer consideration of page format, text layout (mise-en-page) and line justification when evaluating spelling variation in early book printing.
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Pakhomov, V. M. "Dietmar Elyashevich Rosenthal (To the 120th anniversary of the Birth)." Russian language at school 81, no. 2 (March 20, 2020): 95–101. http://dx.doi.org/10.30515/0131-6141-2020-81-2-95-101.
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The article is devoted to the life and scientific path of D. E. Rosenthal – the author of widely acknowledged textbooks, dictionaries, reference books on the Russian language, speech culture, stylistics and spelling. This article is aimed at evaluating the linguistic heritage of D. E. Rosenthal and considering how the recommendations given in his books (including those reprinted today) are related to the prescriptions of modern dictionaries and reference books. The article lists some reference books published in the first decades of the 21st century and devoted to the same issues of spelling, grammar and speech culture investigated by D. E. Rosenthal. It is concluded that D. E. Rosenthal’s books remain to be relevant materials on the modern Russian language and writing. However, some of the recommendations given in the reference books by D. E. Rosenthal are outdated; in these cases, one should be guided by modern dictionaries and reference books.
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Ahmed, Altaf, Dr Mufti Muhammad Sahibdad, and Sajjad Ahmed. "The issue of spelling errors in the books of Atraf ul Hadith Study of the book "al'afrad Walgharayib" By Imam Al-Daraqutni as a model." Al Khadim Research journal of Islamic culture and Civilization 2, no. 3 (December 31, 2021): 65–86. http://dx.doi.org/10.53575/arjicc.v2.03(21)a5.65-86.
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Arabic language is a very sensitive in a sense that a change in a letter or Harkat( Fath, Zamma and Kasra) can cause a huge difference in the meaning. If such errors occur in books of Atraf, it can cause multiple difficulties in reaching the exact Hadith. The book Al Garaib wal Afraad is no exception. There are many spelling mistakes in this book and there can be many reasons of it. The book consists of 6400 Afrad Ahadith; I have just conducted research from Musnad Muaaz Bin Jabl, Hadith number 4284 to 4592 around 308 Ahadith. From these Ahadith, I encountered 18 such Ahadith where such errors can be found. This research paper contains an introduction, three chapters and the conclusion. The first chapter deals with a short introduction of the book Al Garaib wal Afraad; while the second chapter presents a brief introduction of life of Imam Dar Qutni. The third chapter presents examples of spelling errors from the book. In conclusion, outcomes of the research have been provided. The research is a descriptive and empirical in its nature as it will give evidences from the book
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Arutiunova, E. V., E. V. Beshenkova, and O. E. Ivanova. "Root with Alternation of -ravn-/-rovn- (From Materials of the Academic Description of Russian Spelling)." Russian language at school 81, no. 6 (November 19, 2020): 90–96. http://dx.doi.org/10.30515/0131-6141-2020-81-6-90-96.
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The study investigates the rule of spelling the root -ravn-/-rovn- and is considered to be a fragment of the academic description of Russian spelling, which is currently being under investigation at the Russian Language Institute of the Russian Academy of Sciences. The authors clarify the meanings that determine the spelling of the unstressed root, supplement the lists of exceptions, denote words with meanings not corresponding to the given values-criteria, and, for the first time in linguistics, investigate the words that can be correlated with different values-criteria, that is, they have double motivation. The rule codifies the spelling of words that have double motivation and fluctuate in usus, dictionaries, study guides and reference books. Spelling recommendations for these words correspond to the current linguistic norm and were approved by the Spelling Commission of the Russian Academy of Sciences in 2019. The linguistic commentary to the rule contains the most significant etymological facts concerning the root -ravn-/-rovn- and summarises the scientific and methodological attempts to figure out the distribution of vocabulary with root -ravn-/-rovn- based on the meanings selected in the spelling rules. In the paper it is shown that the instability in spelling of various verbs with the root -ravn-/-rovn- in modern writing and dictionaries is determined by the double motivation of words, as well as contradictory recommendations and gaps in the rules.
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Farahsani, Yashinta, and Margaretha Dharmayanti Harmanto. "MORPHOLOGICAL ASPECT IN TRANSLATING THERMODYNAMIC TERMINOLOGY." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 16, no. 2 (January 6, 2022): 249–60. http://dx.doi.org/10.18860/ling.v16i2.12991.
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Several studies on translation have been carried out, namely on the problem of untranslation, translation of terms from various fields, and the formation of target language terms with spelling adjustments. One of them is the field of thermodynamics which is part of the field of Mechanical Engineering, which has many terms borrowed from Dutch and English. Therefore, the researchers are interested in investigating the morphological aspects of the translation of thermodynamic terms using the natural borrowing technique. This study used qualitative research methods. Researchers took terminology data from two books, namely The Fundamental of Engineering Thermodynamics and Fluid Mechanics. The results showed that the forms of borrowing that occurred were (1) borrowing by adjusting spelling and pronunciation adjustments; (2) borrowing with spelling adjustment without pronunciation adjustment; (3) borrowing without spelling adjustment, but with pronunciation adjustment; (4) adjustments to the spelling of prefixes and bound forms found 15 forms of adjustment; (5) suffix spelling adjustments found 20 forms of adjustment; and (6) a combination of translation and borrowing. In short, morphological aspects in translating thermodynamics terms are very important because they relate to the technique used.
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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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Belsky, S. A. "Prof. M. Ya. Breitman. Dictionary of clinical terminology based on the latest Russian and foreign sources. Issue IV. Ed. Practical Medicine 1929. Price 4 rubles." Kazan medical journal 25, no. 11 (October 29, 2021): 1229–30. http://dx.doi.org/10.17816/kazmj80495.
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With the publication of the 4th edition of the dictionary by prof. Breitman, we have completed a great work on medical lexicography. One can disagree with the author's peculiar spelling like "gynecology", "Pasteur", etc., but one can in no way dispute the value and necessity of this manual for our time. The absence of such reference books on the book market, as well as the doctor's ignorance of a foreign language, often puts him in a difficult position when he wants to establish the exact pronunciation, spelling or meaning of a clinical term. Therefore, the dictionary of prof. Breitman will undoubtedly serve for a long time to be a reliable reference in all matters concerning clinical terminology. It is very good that the author also gives an indication of the pronunciation of surnames and proper names. At this point, everyone may be puzzled. The dictionary will solve them. In this note, we will allow ourselves to note some errors and controversies regarding terms in the interest of correcting them for the 2nd edition.
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Cohen-Gross, Dalia, and Noga Ilani. "Hebrew Plene Spelling in Israeli Books: Does It Follow the Rules?" Hebrew Studies 55, no. 1 (2014): 205–18. http://dx.doi.org/10.1353/hbr.2014.0024.
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Dick, Angela Ngozi, and Augustine Emeka Ugwumgbo. "Children’s Literature: Dimensions of Imitation and Child Innocence in Mkatshwa’s Leo in the Library." English Linguistics Research 9, no. 2 (June 21, 2019): 32. http://dx.doi.org/10.5430/elr.v9n2p32.
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The 21st century is marked by increased interest in children’s literacy. Part of such academic revolution is more emphasis on child literacy and the increase in the production of Children’s books. Consequently, this research, studies the characteristics of Children’s Literature using the book Leo in the Library. It also understudies the hermeneutics of colour and spelling, showing how the author used them to express children’s innocence. It uses mimetic theory to analyze the book. Thus, it evaluates how the story book Leo in the Library imitates or mirrors the worldview, life and aspirations of children in this century. The research discovered and outlined many characteristics of children’s literature as can be perceived from the book Leo in the Library. They include childlike stories, simplicity of expressions, use of illustrations, attractive colours and pictorial representations, inculturation into social values, shaping the creativity of future writers, centres the child into the possibility of the demand of the emerging world, among others. The writer recommends that children’s literature texts have to be, colourful, didactic, attractive and full of illustrations. This research identifies the characteristics of children’s literature based on Leo in the Library using mimetic theory. It also looks into how child’s innocence is depicted by the use of colour and spelling on the cover page of Leo in the Library as shown in the illustration below.
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Beshcenkova, Elena V. "Language Antinomies Concerning Spelling of Short Forms of Verbal Adjectives with н or нн." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 80, no. 4 (2021): 86. http://dx.doi.org/10.31857/s241377150016297-9.
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According to the Russian orthography, the spelling of short forms of verbal words in -нный with н (n) or with нн (nn) before a non-zero ending depends on the grammatical status of the word: participle or adjective. It is believed that writing expresses a systemic opposition of grammatical categories, i.e. the reflective vector of the antinomy “reflective – conditional” operates in this area. But is it possible to check whether the antinomy was chosen correctly to describe a particular picture of the studied area of writing? Are there any distinctive features of the types of spellings obtained as a result of the action of one or another antinomy? We attempt to answer the latter using the example of the spelling of short verbal adjectives. Proceeding from the fact that short forms of participles are always written with only one letter н, and short forms of adjectives with a non-zero ending are threefold: either with нн, or with н, or both with н and with нн, depending on the meaning and / or model management, — we will evaluate the quantitative ratio of these groups, how they are recorded in different dictionaries, compare the codification and the usual norm, as reflected in the texts of the RNC resources and Google books, we will determine what is being implemented in writing steadily and what is not. Based on the results obtained, one can try to understand whether the letter regularly reflects precisely the grammatical opposition.
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Kruglyakova, Tatyana. "Spelling Rules as Poetry: How to Teach Russian?" Children's Readings: Studies in Children's Literature 18, no. 2 (2020): 276–99. http://dx.doi.org/10.31860/2304-5817-2020-2-18-276-299.
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Poems that include formulas of spelling rules, specially written to help teacher of Russian Language were popular during the last century: one could find numerous rhymed rules in various textbooks, in article on teaching methodology, in tutorials, and in children’s books. Such rhymed rules address spelling mistakes, speech and versification errors, and distorted linguistic information. The article focuses on the problem of children’s perception and memorization of rhymed speech and expediency of usage of rhyming as a mnemonic method. Language particularities of didactical poems in Russian language (typical speech and grammatical errors, mistakes in poetic text construction) are considered. Children’s humorous modifications of the didactical poems ultimately serve as proof of their failure to deliver the desired educational outcomes. Ways of proposing linguistic information and its possible distortion (connected with text organization) are analyzed and studied. An important component question of this study probes why the Russian language teachers are still so fond of these poems as in-class instructional material.
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Bricker, Victoria R. "Bilingualism in the Maya Codices and the Books of Chilam Balam." Language and Dialect in the Maya Hieroglyphic Script 3, no. 1 (June 30, 2000): 77–115. http://dx.doi.org/10.1075/wll.3.1.05bri.
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The bilingualism recently discovered in the Maya codices by Robert Wald and Alfonso Lacadena has parallels in the Colonial Maya Books of Chilam Balam, which show both linguistic and scriptural bilingualism — involving, on the one hand, the Maya and Spanish languages, and on the other, the logosyllabic and alphabetic scripts of these two cultures. The article explores the continuities and discontinuities in these language contact phenomena with respect to vocabulary, morphology, syntax, spelling conventions, style, and text format.
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Usatenko, Tamara, Galyna Usatenko, and Myroslava Marushchenko. "«GRAMMAR» OF PANTELEIMON KULISH IN THE CONTEXT OF UKRAINIAN WRITING." Almanac of Ukrainian Studies, no. 25 (2019): 120–27. http://dx.doi.org/10.17721/2520-2626/2019.25.19.
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The article is devoted to the defining of the phenomena of Ukrainian cultural movement of the 19th century, when under conditions of comprehensive Russification of the Ukrainian community and the influence of the Church Slavonic language as well as of complete lack of education in the native language, the processes of creation of the Ukrainian literary language took place. The new Ukrainian spelling was established, the struggle for teaching in schools in the Ukrainian language was intensified, various styles, and lot of genres of literature in the native language were developed. These searches and comprehension by advanced representatives of political, cultural and social life are considered. It is determined that the spirit of romanticism, European revolutions, the abolition of serfdom, scientific and industrial shifts gave birth to a galaxy of unique Ukrainian thinkers, scientific societies, writers, etc. Among them, Panteleimon Oleksandrovich Kulish (1819-1997) was a significant person due to his energy, ability to organize a business, multifaceted talent, profound knowledge. One of the resonance works of the diverse creative heritage P.O. Kulisha is studied in the article, that is a book for initial education in native language − the "Grammar" of the Ukrainian language, which was highly appreciated by T. Shevchenko. Its structure, the content of each part, the pedagogical role as well as the concept of the author, manifested in its preface and the final part were described. The study emphasizes that in the processes of creating a new literary Ukrainian language, its spelling, writing textbooks, grammars in Ukrainian for initials education, two periods are noticeable: the first one – the 20-30th years of the 19th century, when the problems of the necessity of a new literary language arose, the new literature, preservation of the ethnographic, folklore heritage of the people, the second one – the 40-60th-years was the period of active participation of a new generation of Ukrainian thinkers in the development of the Ukrainian literary language, the creation of new spelling, new literature for primary education in native Ukrainian language. The role of "Grammar" in the formation of a new Ukrainian literary language and its phonetic spelling, in the formation of education in the Ukrainian language, the creation of textbooks in the Ukrainian literary language, and the development of Ukrainian writing are underlined. The emphasis was also put on the introduction of the author's, phonetic spelling, the so-called "Kulishivka" in the "Grammar", which is the basis of the modern Ukrainian spelling. Despite the prohibition of "Valuevsky (1863)" and "Yamsky (1876)" decrees, books and newspapers, although very limited were published in Ukrainian. The article also highlights the following discourses: the role of "Grammar" wrote by P. Kulish (the theory and practice of creating a Ukrainian literary language, the new Ukrainian spelling, which caused the intensification of imperial repressions) and its contemporary significance for the new Ukrainian space of ideas, meanings, communication, methods of publications in the Ukrainian language, as well as some grammatical factors of the theory or history of writing: the language of sound - the language of the book: thinking - writing, writing - thinking; sound - letter, letter - sound; "science of reading" - writing, etc. Comparison of discourses contributes to the conclusion that the development of the living language, sound of language during writing has been improved so complex and multifaceted in the 19th century that passed later in the 20th century, and even in the 21st century remain controversial, as evidenced by the lengthy discussion of the “Project of the New Ukrainian spelling”.
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Mycawka, Mirosława. "Zagadnienia poprawności językowej w pracach Witolda Taszyckiego." LingVaria 31, no. 1 (May 10, 2021): 263–69. http://dx.doi.org/10.12797/lv.16.2021.31.21.
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Language Correctness in the Writings of Witold Taszycki
The author of the article presents a brief description of the activities of Witold Taszycki related to language correctness and the culture of Polish language. These activities are included in the scholar’s several fields of work, such as: a) working on establishing and describing the principles of Polish spelling and punctuation, as well as some detailed aspects of these areas; b) participating in the Commission for Creating the Names of Places, and then directing the commission’s works; c) analysis of shaping the Polish literary language and language standard, as well as reconstructing the process of struggling of Polish with the influence of foreign languages in the course of separating the status of Polish as a language that is entirely functional. The results of such activities include spelling dictionaries which contain the descriptions of the principles of punctuation and spelling, statements related to names of places and areas, books on the culture of the Old Polish language, as well as many other texts. They constitute a lasting contribution of Witold Taszycki into shaping the culture of the word and the language identity of Polish people.
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Venckienė, Jurgita. "Orthography of books and their authors at the end of the 19th and the beginning of the 20th century." Lietuvių kalba, no. 15 (December 28, 2020): 1–15. http://dx.doi.org/10.15388/lk.2020.22451.
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During development of the Standard Lithuanian language at the end of the 19th century, the dialectal basis was chosen first, and the orthography varied yet for another twenty years. This article analyses the dual orthography – of books and personal orthography of their authors. The study is designed to find out whether the books published during that period reflect the orthographic model chosen by their authors; what factors, in addition to the author’s choice, may have influenced the orthography of the books.The influence of printers on the orthography of books during that period was smaller than before, as many authors did the proofreading themselves. Thus, printers were able to change the orthography in cases where books were printed without the author’s knowledge or consent, such as prayer books. If the author chose unusual, rare, or even self-invented characters, a limited inventory of prints could be a serious obstacle to keep their orthography in the book. As the case of Jonas Basanavičius shows, even when the author offered to finance the acquisition of the necessary prints, this was not necessarily done.At the end of the 19th century, books were published as supplements to periodicals. The editors of newspapers Ūkininkas and Tėvynės sargas adapted the orthography of such books to their periodicals. Under the terms of the press ban, it was often important for authors just to print a book, and the spelling model was chosen by the publisher. However, authors such as Basanavičius, who considered themselves the creators of the standard language, took care to present their chosen or created model of orthography in their books as well.As the cases of Liudvika Didžiulienė, Dominykas Tumėnas and Basanavičius show, two orthographic standards emerged during the research period: correspondence was written one way and books were printed another. Hence, it is not always possible to judge the orthographic model chosen by the authors in books published at the end of the 19th century and the early 20th century.
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ÇINAR, Bekir. "Spelling Differences In Certain Published Books Within The Sphere Of Classical Turkish Literature." Journal of Turkish Studies Volume 3 Issue 6, no. 3 (2008): 173–85. http://dx.doi.org/10.7827/turkishstudies.456.
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Chang, Anna C.-S. "EFFECTS OF NARROW READING AND LISTENING ON L2 VOCABULARY LEARNING." Studies in Second Language Acquisition 41, no. 04 (April 10, 2019): 769–94. http://dx.doi.org/10.1017/s0272263119000032.
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AbstractSixty target words were selected from two sets of graded readers. One set contained three readers with the same title,The Railway Children, and the other set, three books about Sherlock Holmes. Students chose one of the two sets to read and were given a pretest, an immediate posttest, and a five-week delayed posttest on their acquisition of spelling, aural meaning, written meaning, and use. Five fixed factors (time, frequency of word occurrence, glossing, word frequency levels, and four dimensions of vocabulary knowledge) in vocabulary learning and a random variable (the participants) were analyzed with generalized linear mixed models. The results show that the odds of improvements in the knowledge of written and aural meanings were significantly better than those for the knowledge of spelling and use. Significant interaction effects were found between time and other fixed factors, except for glossing. Pedagogical implications of the results are discussed.
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Hussin, Mohamad, Zawawi Ismail, and Naimah. "Error Analysis of Form Four KSSM Arabic Language Text Book in Malaysia." Theory and Practice in Language Studies 13, no. 1 (December 31, 2022): 175–85. http://dx.doi.org/10.17507/tpls.1301.20.
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Text books are essential in foreign language learning. Students depend mainly on text books as the source of information, enrichment activities, and reinforcement exercises in learning. Hence, preparation of text books of quality is important to ensure students receive the correct language information and are motivated in learning. Teacher teaching activities will also be facilitated with help from quality text books. This study aims at investigating errors in Arabic language text books for the fourth form used in the KSSM curriculum in Malaysia and recommending the appropriate corrections required. In conducting analysis, the error analysis approach recommended by al-Rājiḥī (1995) and Ṭu‘aimah (2004) were used. This combined approach introduced by these two scholars recommends four steps in language error analysis, namely, identifying, describing, interpreting, and implementing correction and treatment of errors. Findings of the study show that 70 language errors were detected in the unit studied. The errors were categorised as: 32 (46%) grammar errors, 16 (23%) spelling errors, 14 (20%) morphology errors, and eight (11%) lexical errors. This high number of errors demands that educators be more aware of language aspects in preparing text books, especially text books aimed at language learning.
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Dwyer, John. "Using Oral Language to Learn Acquiring an Understanding of Reading, Writing, Spelling and Punctuation." Aboriginal Child at School 21, no. 3 (July 1993): 12–18. http://dx.doi.org/10.1017/s0310582200005721.
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Many children come to school with a limited understanding of, and experience with, books and reading. Many do not have a clear idea of what ‘words’ are, nor of ‘letters‘ and ‘sounds’ in words. Some of the Aboriginal children with whom we were working faced these difficulties. In addition, most of them pronounced certain sounds in nonstandard ways.
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Royani, Seli, and Sari Sadiah. "AN ANALYSIS OF GRAMMATICAL ERRORS IN STUDENTS’ WRITING DESCRIPTIVE TEXT." PROJECT (Professional Journal of English Education) 2, no. 6 (October 6, 2019): 764. http://dx.doi.org/10.22460/project.v2i6.p764-770.
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Writing is considered as the most complicated skill to be mastered required not only great vocabularies but also grammar, as Harmer (2004:31) cited in (Wati & Nursyaebah, 2017) states that, when writing, learners often have more time to think than they do in spoken activities. Therefore, they can stimulate their brain,even consult dictionaries, grammar books or other reference material to help them . He believes that grammar is really important in writing that is why he suggested to consult grammar books to make the writing grammatically correct. Therefore, the basic objective of this study is to analyze students’ grammatical errors in writing especially in descriptive text. In addition, (Wati & Nursyaebah, 2017) there are six classifications of grammatical error; those are verb agreement (Leech, 1985), capitalization (Oshima, 1988) usage, sentence pattern (Ross, 1975) pronoun and spelling (Brooks, 1964). The data were analyzed based on the error analysis’s of students in writing. In the research finding it showed that students mostly did error in verb agreement 41% that caused by using incorrect fromsimple present, followed by pronoun 18%, usage 15%, sentence pattern12%, spelling 9%, and capitalization error 5%. From the result finding, it is necessary or students learn more about English grammar and it is suggested for teacher to re-teaching about verb agreement and pronoun as the most failure which students mostly did in their writing.
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Afdal, Taufik, Joko Iswanto, and Eka Mayasari. "An Analysis of the Translation Errors in the Tourism Guide Book "Wonderful Riau Islands" and its Impact on the Visit Interests of Foreign Tourists to the Riau Islands Province." SALEE: Study of Applied Linguistics and English Education 3, no. 1 (February 8, 2022): 86–97. http://dx.doi.org/10.35961/salee.v3i1.391.
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This study aims to describe translation error patterns from Indonesian into English found in the Wonderful Kepri Tourism Guide book. The data in this research are the erronously translated words, phrases and clauses. The samples of the data were collected from several pages in the book. Types of errors are classified into syntactic errors including usage, punctuation, grammar, and syntax. Semantic errors include spelling, tenses, addition or omission of word elements, terminology or diction and free translation. With reference to the findings of this study, the researcher provides a more accurate translation in accordance with the Language of Tourism (LoT) specification and in accordance with the original text so that the message delivered reaches the target audience. The findings are expected to serve as a reference for Provincial Tourism Office of Kepulauan Riau to translate tourist guide books accurately and carefully in the hope that the number of tourism visits especially English-speaking tourists increases in the following years ahead.
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Putri, Nurhaliza, and Nurlaily Nurlaily. "Taḥlīlu al Akhṭa’i al Imlā’iyyati fī Kitābati al Lughati al ‘Arabiyyati ‘inda al Talāmīżi fī al Madrasati Ahmad Daḥlān fī Madīnati Jāmbi (Dirāsatun Taḥlīliyyatun fī Qawā’idi al Imlā’iyyati)." Al-Uslub: Journal of Arabic Linguistic and Literature 6, no. 02 (September 28, 2022): 149–87. http://dx.doi.org/10.30631/al-uslub.v6i02.129.
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The type of research used is qualitative research. Research whose data is obtained using learning methods in the field or personal fieldwork. This study analyzes writing errors in writing Arabic at Madrasah Tsanawiyah Ahmad Dahlan in Jambi City. This research was conducted because the researchers found the problem of students' writing errors in spelling in Arabic at Madrasah Tsanawiyah in Ahmad Dahlan, Jambi City. at Ahmad Dahlan, Jambi City. 2. What are the causes of frequent errors in writing spelling in Arabic at Madrasah Tsanawiyah in Ahmad Dahlan, Jambi City.3. What is the solution to overcome spelling errors in writing Arabic for students at Madrasah Tsanawiyah in Ahmad Dahlan, Jambi City. The results of the study show that: The causes of imla errors after using the theory that there are errors made by students at the Ahmad Dahlan School in the city of Jambi include: errors in terms of writing with different amounts in each surah including errors in writing surah alfatihah, errors in surah an-nas, Error in surah al-Maun. as well as errors in hamzah washol and hamzah qhot'i and errors in writing Arabic. the causes of student errors are lack of understanding of Arabic vocabulary, lack of understanding of recitation and do not understand writing hijaiyah letters, do not understand the rules, lack of practice on imla and lack of focus in learning imla. The solution to reducing imla errors is by: 1.The teacher's role The teacher pays more attention to imla errors and provides training in Arabic writing, coupled with an understanding of Arabic vocabulary, 2. emphasizes understanding related to recitation and also in writing hijaiyah letters so that students are more it's easy to write IMLA, 3. provide practice or learning related to IMLA, and use books related to Islamic imla learning. The school supports it by providing facilities for books related to IMLA to make it easier for students to understand what IMLA and Qawaidul Imla are so that students more interested and enthusiastic in learning Arabic.
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Wise, Barbara W., and Richard K. Olson. "Computer Speech and the Remediation of Reading and Spelling Problems." Journal of Special Education Technology 12, no. 3 (March 1994): 207–20. http://dx.doi.org/10.1177/016264349401200304.
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A high-quality speech synthesizer (DECtalk, by Digital Equipment Corporation) is very intelligible to children with reading disabilities. Linking the DECtalk to a microcomputer yields a “talking computer” that provides a powerful tool for research and remediation of reading and spelling problems. Two clear and related findings about children with “specific reading disability” (dyslexia) have emerged from previous research: 1) deficits in word recognition primarily cause these children's problems in reading comprehension, and 2) inherited deficits in analytic language processes underlie their difficulties in word recognition. These two findings suggest that speech support for words in text could help these children. In several studies at the University of Colorado, children with reading problems have read stories and books on talking computers for about 30 minutes a day, usually for 3–4 days per week during most of a semester. The children's word recognition and phonological decoding have improved, compared to the skills of similar students who spent the time in regular classroom language arts instruction. The studies suggest that accurate word feedback supporting the reading of text helps these readers. One goal of the research has been to compare the benefits of presenting unknown words as wholes or in segments for different students. That goal has remained somewhat elusive, with interesting interactions that have been significant but not always stable. The paper also describes a different line of study using the DECtalk in a spelling program that allows children to explore English sound-spelling patterns as they compare pronunciations of their own spelling attempts and those of the test words. The paper concludes with descriptions of a current home-based reading study and a future study exploring the benefits of computer-based phonemic awareness training prior to the reading instruction.
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Diana Putri and Wiwiet Eva Savitri. "THE USE OF DIGITAL BOOK LET’S READ IN IMPROVING READING COMPREHENSION FOR JUNIOR HIGH SCHOOL STUDENT." Yavana Bhasha : Journal of English Language Education 5, no. 2 (August 21, 2022): 106–17. http://dx.doi.org/10.25078/yb.v5i2.1045.
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Reading is an important skill for all students. It is the action of extracting meaning (the message) but in the case of language acquisition, language aspects (pronunciation, structure, spelling, and vocabulary) are also included. The purpose of this research was to find out the improving of students reading comprehension using digital book Let’s Read at eight grade students of SMPN 1 Beji. There are two classes which used in this research, they are 8E as a control group and 8H as an experimental group. There are 72 students and one English Teacher as a participant. This research used mixed-method approach which involved quantitative design. The data obtained from questionnaire, interview, and test. To evaluate reading activities in the classroom and to obtain student answers in the usage of Let’s Read, observations and questionnaires are distributed. A pre-test and post-test is also given to compare students ’ reading comprehension between students who used digital and paper books. Prior to the post-test, students are given skills to improve their reading comprehension. As supplementary data, interviews with teachers are collected. The result shows that most students are delighted with Let’s Read and like them as a valuable reading resource, they do not intended to prefer digital book if offered the option of a digital and print edition of a specific book. It means that the use of digital books does not have enough effect on a person's reading comprehension level which can also be obtained even though using a printed book.
Keywords: Digital Book, Reading Comprehension
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Rumainur, Rumainur. "Efektivitas Metode at-Tartil dalam Pembelajaran Tahsin al-Qur’an Mahasiswa Perguruan Tinggi Keagamaan Islam di Kalimantan Timur." FENOMENA 11, no. 1 (June 1, 2019): 1–10. http://dx.doi.org/10.21093/fj.v11i1.1403.
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The at-tartil method is a guidebook in learning to read al-quran directly (without spelling) and enter or practice the reading of tartil in accordance with the rules of ulumut tajwid and ulumul ghorib This At-tartil book emerged because it was motivated by unrest among the NU Sidoarjo scholars more precisely the NU Syuriah Branch of Sidoarjo, because at the beginning of the 80-90s various kinds of books were studied in the Koran but not accompanied by the teachers skills in operating books the book. This At-Tartil Method uses a drill technique. The type of research that will be used in this study is to use the Posttest Only method. This study involved two groups, namely the experimental group and the control group, both of whom received the same learning treatment process in terms of content, purpose and teaching material. Referring to the results of data analysis from the results of the research that has been done, obtained t-count value of 22.0503 and t_table value of 1.684. This means that t count> t table then Ho is rejected; Ha accepted. It can be stated that the experimental group and the control group have significant average differences, with this indicating that the use of the At-Tartil method is effective in the learning of PTKI Tahsin Al-Qur'an students in East Kalimantan.
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Decyk-Zięba, Wanda. "Zapomniane rozstrzygnięcia normatywne Walentego Szylarskiego." Poradnik Językowy, no. 5/2022(794) (May 25, 2022): 45–63. http://dx.doi.org/10.33896/porj.2022.5.3.
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Walenty Szylarski is the author of two Polish grammar books, one in the form of manuscript of 1767 and the other one published in Lviv in 1770. The subject matter of the analysis is fi ve normative resolutions proposed by Szylarski. They concerned: 1) the use of a diacritic over a, 2) the position of ą in the alphabet; 3) the spelling of j before a vowel; 4) the nominative and accusative cases of singular neuter nouns ending with -ę; 5) the instrumental and locative cases of singular and instrumental case of plural masculine and neuter adjectives. Szylarski’s suggestions concerning orthography had two basic causes: one was the lack of standardised, generally accepted rules of o rthography (fl uctuations in the use of endings), the other was the incompatibility of the spelling convention and the properties of language in use (j, -ę in the fi nal position, position of ą in the alphabet, use of a diacritic over the conjunction a). Some of the orthographic proposals were noticed, while others were not.
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ROZA, VENI, and Genta Sakti. "EXPERT APPRAISAL ON ISLAMIC TEXTUAL ENHANCEMENT GRAMMAR BOOK DESIGNED FOR GRAMMAR TEACHING AT IAIN BUKITTINGGI." Journal Educative : Journal of Educational Studies 3, no. 2 (December 29, 2018): 150. http://dx.doi.org/10.30983/educative.v3i2.552.
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The article aims at evaluating of grammar book designed by the author from some experts. Experts’ appraisals were needed to judge whether Textual Enhancement model designed for teaching grammar at IAIN Bukittinggi was valid or not. In this model, the researcher designed grammar lesson of complex sentences under the model of textual enhancement. She made salient grammar features taught by giving boldfaces and colors in every appearance of complex sentences within the texts in order to draw students’ attention to notice it. The study is mixed methods of quantitative and qualitative. Questionnaire and interview were used to collect data of expert judgments on the model developed (grammar book). There are five experts involved in this research who evaluate the book with impressionistic method which includes language, content and organization. The finding reveals that textual enhancement grammar book is valid and reliable. It can be used after being revised in the aspect of language with some grammar and spelling errors, in the aspect of content to suit with native culture, and organization, to consider the attractive sense. Keywords: expert appraisal; textual enhancement; grammar books; teaching grammar
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Knoll, Vladislav. "Written Languages in Moldavia during the Reign of Peter Rareş (1527–1538, 1541–1546)." Studia Ceranea. Journal of the Waldemar Ceran Research Centre for the History and Culture of the Mediterranean Area and South-East Europe 12 (December 30, 2022): 523–98. http://dx.doi.org/10.18778/2084-140x.12.33.
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The language of the Moldavian books and chancery documents written during the reign of Peter Rareş (1527–1538, 1541–1546) shows an unneglectable variability depending on the purpose, addressee and format of the texts. Using all kinds of preserved texts from this period, we have tried to describe this variability focusing on the texts written in the Cyrillic script. These texts are evaluated according to three criteria: spelling, morphosyntax and vocabulary. The most prestigious variety was the Trinovitan (Tărnovo) variety of Middle Church Slavonic. Its shape in the texts, belonging to the common Church Slavonic legacy, shows the lowest impact of the Moldavian linguistic environment. The original Church Slavonic bookish texts composed in Moldavia (Macarie’s Chronicle, Enkomion to St John the New, colophons and inscriptions) show a variable proportion of Moldavian spelling and morphosyntactic markers. The chancery documents can be characterised by blending of Church Slavonic and Ruthenian (Ukrainian-based) elements. Except the Ruthenian-based documents addressed to Poland, the chancery documents are basically Church Slavonic shaped with Ruthenian infiltrations on the level of some fixed formulas, function words and few lexical items. Moreover, Slavonic letters sent to Transylvania show tiny Wallachian Slavonic influence, manifested by forms of Serbian chancery origin. Monastery charters combine CS-shaped Ruthenian formulas with Trinovitan Church Slavonic formulas, partly shared with colophons and inscriptions. Thus, the Moldavian written legacy shares common elements both with the Wallachian milieu (e.g. Romanian Cyrillic spelling of proper names, Romanian impact on morphosyntax, specific terminology etc.) as well as with a broader Ruthenian area (mainly the eastern part of the Polish-Lithuanian Union).
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Nisa’, Khoirun, and Fahrur Rosikh. "التقابل اللغوى وتحليل الأخطاء في اللغة العربية." Ummul Qura: Jurnal Institut Pesantren Sunan Drajat (INSUD) Lamongan 15, no. 2 (October 31, 2020): 99–112. http://dx.doi.org/10.55352/uq.v15i2.162.
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Error analysis is an analytical study of linguistic errors committed by an individual or group of individuals during the production of the first second language in speech or book. This analysis is concerned with classifying errors from two aspects: linguistic classification, such as grammatical errors, spelling, writing, or semantics. The Sinaitic classification is a mistake due to the first language to the second language, or a coincidental error. Error analysis focuses on the target language, it is known that there is a difference between languages in several areas and from structures, book and sound. This difference causes problems for students in learning the target language and makes mistakes in some areas, and the analysis reveals all the errors found. Grammatical errors include phonemes, morphology, and grammar, and the results of the book research indicated that grammatical errors are more frequent when a foreign language learner in the process of linguistic skill, and because one of the goals of teaching grammar rules in education stages is to establish the tongue and reduce melody in speech, the learner reads, speaks, or books He did not raise up, nor did he shorten erect.
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Fayzullina, G. Ch, E. Kh Kadirova, and A. A. Fattakova. "Mosque Books of the Tobolsk Province of the 19th - Early 20th Centuries as a Literary Text of the Siberian Tatars: Books Contents and Vocabulary." Nauchnyy Dialog, no. 2 (February 28, 2020): 127–40. http://dx.doi.org/10.24224/2227-1295-2020-2-127-140.
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The question is raised about the study of mosque books of the Tobolsk province of the XIX - early XX centuries, stored in the State Budgetary Institution of the Tyumen region “State Archives of Tobolsk”. It is reported that the documents cover the period from 1830 to 1917 and are the metric books of the Siberian Tatars “on a note on births, about marriage, divorce and death”. The relevance of the study is due to the preservation and study of the literary texts of the indigenous Turkic people of Western Siberia - the Siberian Tatars. A review of the geography and chronology of preserved manuscripts is carried out, the features of the composition of the information contained in mosque books of the Sauskan and Chebourg yurts are considered. The authors emphasize the value of metric books as a source, since some traditional features of Tatar writing of the 18th-19th centuries have been preserved in them, which is associated with generally accepted standards for the design of official business papers. The scientific prospects of the study are considered: the creation of a written corpus of manuscript books of Siberian Tatars; analysis of the unexplored literary texts in the corpus, archaeographic (paleographic description, the study of graphics, spelling and punctuation), linguistic-textological and linguocultural aspects; application of the genealogical approach in describing the anthroponymic of Tobolsk province of the 19th - early 20th centuries on the basis of metric data on births, marriages, divorces and death.
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Bal, Mazhar. "Improving informative and narrative writing skills associated with multimodal literacy of middle school students." World Journal on Educational Technology: Current Issues 10, no. 4 (October 10, 2018): 79–94. http://dx.doi.org/10.18844/wjet.v10i4.3787.
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The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students’ interest and sense of responsibility.Keywords: Comic book, graphic novel, informative writing, middle school student, narrative writing.*
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Dambuev, Igor A. "Numeral Adjectives in Russian Toponymy: Variation and Standardization." Вопросы Ономастики 19, no. 1 (2022): 117–38. http://dx.doi.org/10.15826/vopr_onom.2022.19.1.006.
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The paper deals with the use of adjective numerals in Russian toponymy retrieved from the State Catalogue of Geographical Names, normative legal acts, reference books of administrative-territorial divisions and topographic maps. The object of the study is toponyms with ordinal numerals that perform the function of numbering differentiation. The purpose of the study is to identify the features of standardization of toponyms with numerals. Numerous examples of variation in the spelling of toponyms with ordinal numerals have been found. Ordinal numbers in toponyms can be expressed in Arabic numerals, Roman numerals, verbal way, alphanumeric way. The following models of writing toponyms with ordinal numbers are identified: Kamenka II, Kamenka-2, Vtoraya Kamenka, Kamenka Vtoraya, Kamenka-Vtoraya, 2-ya Kamenka, Kamenka 2-ya. The article presents the results of a linguo-statistical study that showed the usage frequency for the models of writing numerals in toponyms both on a national scale and for each region separately. The State Catalogue of Geographical Names showcases that the most frequent models of writing toponyms with numerals are Kamenka 2-ya and Vtoraya Kamenka. Other models are much less common. The author substantiates the use of a particular model for writing numerals based on their representation in texts of various types, the guides for writing geographical names on maps, current spelling rules, and linguistic features of proper names. Despite the recent trend for standardization, the study results show the lack of common approaches to writing toponyms with numerals in different territorial bodies. The revealed discrepancies in the use of Roman and Arabic numerals in toponyms, the neglect for the recommended norms of writing toponyms with numerals require improving the spelling rules of writing geographical names.
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Skulkin, Artyom. "Prospects, Opportunities and Difficulties of Creating Digital Dostoevsky in Traditional Russian Orthography." Неизвестный Достоевский 8, no. 4 (December 2021): 7–20. http://dx.doi.org/10.15393/j10.art.2021.5781.
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The article considers the need to republish the texts of classical Russian literature in general, as well as the creative heritage of F. M. Dostoevsky in particular, in the author's orthography. The author analyzes the key cultural and technological obstacles on the path to drawing the attention of the public and the scientific community to the problem of insufficient number of books published in traditional orthography. A set of practices and solutions that contribute to changing the current situation in the long and short term is proposed. Based on historical experience, as well as the work of modern researchers in the field of textual studies, the socio-cultural functioning of traditional spelling in Russia at the present time is highlighted. This is the language in which the Russian classics were created. Rehabilitation and functioning of traditional spelling involves the capacity to write and publish your texts in scientific and business communication. It is necessary to encourage the use of traditional orthography in professional literary-critical and linguistic activities. Technical issues need to be addressed, in particular, the introduction of a new standard for the Russian keyboard layout, the development of information and reference services on the history of the Russian language, tools and technologies for creating electronic texts. Creating the digital Dostoevsky can help solve the problems of the variable use of traditional Russian writing.
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Bal, Mazhar. "Improving Informative and Narrative Writing Skills Associated with Multimodal Literacy of Middle School Students." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 250–65. http://dx.doi.org/10.18844/wjet.v10i4.4086.
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Abstract The purpose of this research is to improve informative and narrative writing skills of middle school students. Text writing process is not limited to written text; it has been tried to move to a multimodal dimension. Comic books are used as multimoal texts. For this purpose, students generated informative and narrative comic books. An action plan was prepared for this text generation process and the research was carried out in accordance with this action plan. Therefore, the study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form, documents. The documents consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students. Comic books have been shown to attract students It has also been found that the process of semantics interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students' interest and sense of responsibility. Based on the results of the research, it is possible to make writing studies for the integration of multimodal texts with in-school and out-of-school life; the effectiveness of the writing process must be increased by increasing the number of layers; it is suggested that the multimodal text rendering process can contribute to classroom management. Keywords: Comic book; graphic novel; informative writing; middle school student; narrative writing.
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Croiset Van Uchelen, Ton. "The mysterious writing-master Clemens Perret and his two copy-books." Quaerendo 17, no. 1 (1987): 3–43. http://dx.doi.org/10.1163/157006987x00016.
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AbstractIn the first half of the 17th century penmanship in the Dutch Republic flourished as never before or since. Responsible for this flowering were a number of schoolmasters from Brabant and Flanders who in the 1570s and 80s had fled to the North and had settled there as writing-masters. To what level they had raised calligraphy may be seen from a large number of manuscript and printed writing-books that have been preserved. Just as they inspired their followers in years to come they had themselves found a source of inspiration in the two copy-books of Clemens Perret, brought out in 1569 and 1571. The earlier of these, the Exercitatio alphabetica, was not only the first ever to be reproduced entirely by copper engraving, but also the first with examples in seven languages, all of them written in the appropriate hands. Moreover in this book, the first to be produced in the Low Countries in such a large, oblong size, all plates had lavishly executed borders, designed on an architectural framework on which a variety of objects, human figures, grotesques, animals and so on were depicted. The book was obviously designed for collectors, wealthy connoisseurs and fellow writing-masters. The later book, the Eximiae peritiae alphabetum, although containing an equal number of plates, likewise in seven languages and in various hands, lacks the beautiful borders and is of slightly smaller size. It is altogether a more modestly conceived book, surely intended for use at school. Little is known about Perret's life. The title-pages of his books tell us that he was born in Brussels in 1551. A poem in a writing-book by Jacobus Houthusius, published in 1591, refers to his death. A contemporary manuscript note in a pamphlet of 1583 states that the writer Etienne Perret was his father. In the Plantin archives it is recorded that he had a brother, named Paul, and a sister. In a pamphlet of 1599 the writing-master Jan van den Velde states that Perret went to England to serve Queen Elizabeth's Chancellor as writing-master and teach the Queen the Italian hand. This seems unlikely as the Queen is known to have learned italic handwriting from Roger Ascham, while still a girl. The author has examined 26 copies of the Exercitatio in public collections and distinguishes two different editions. The first was probably brought out by Perret himself. Nearly all its plates contain errors in spelling, punctuation and word division. When Plantin took the distribution of the book in hand these mistakes were corrected and another plate added, containing within an engraved border a privilege with the text in letterpress: the 2nd edition. A variant of this edition is identical but for the privilege which is now engraved. The 2nd edition, corrected
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Novika, Marina, and Anna Ščuka. "Pareizrakstības kļūdas krievu valodā kā svešvalodā pamatskolā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 128–45. http://dx.doi.org/10.37384/va.2020.16.128.
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The purpose of the paper is to determine the most typical and frequently used orthograms to pay attention to, when teaching Russian as a foreign language in a primary school. Our practical experience of teaching and our observation of the process of learning Russian as a foreign language allows us to state and suggest that schools lack systematic and focused teaching of Russian orthography. Pupils make a lot of mistakes because they do not understand the reason why such mistakes occur, they lack orthographic vigilance, i.e., the ability and skills to determine an orthographically “dangerous place”. Most teachers do not include practices and spelling skills of forming orthographic literacy into the context of their class activities and do not know practices of working on orthograms of different types and origin. It is considered that pupils learn Russian orthography through listening comprehension and through books and, thus, remember and memorize the spelling of different words well enough. It is believed that the pupil’s first step in the creation of a system of exercises to form orthographic literacy is the development of a classification of orthograms that are topical and frequent in teaching Russian as a foreign language in a primary school (forms 6–9). Similar research was conducted several decades ago, therefore, it is now necessary to develop and determine the methodology as well as technology for conducting an experiment and revealing the currently most typical orthographic and spelling mistakes. The classification of orthograms has been made with account of a comparative analysis of phonetic, orthographic and graphic systems of the Russian and Latvian languages. For the Latvian audience, it is expedient to single out phonetic and non-phonetic orthograms. Phonetic orthograms are those caused by underdeveloped phonemic awareness, interference of Latvian pronunciation and incorrect articulation of Russian sounds (seven types have been singled out). Non-phonetic orthograms (morphologic and traditional) are true orthograms and their spelling causes difficulties for both Latvian and Russian pupils. To determine the frequency and quality of mistakes in the Russian language, we have performed a diagnostic assessment. The data of our practical research can be used in forecasting mistakes of pupils who study Russian as a foreign language, creating a system of monitoring skills and abilities in writing, developing tests and exercises to contribute to the improvement of orthographic literacy of pupils.
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Houliston, Victor. "The Fabrication of the Myth of Father Parsons." Recusant History 22, no. 2 (October 1994): 141–51. http://dx.doi.org/10.1017/s0034193200001849.
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‘Father Persons’ has long been a legendary figure of controversy. We cannot even agree on the spelling of his name. Most of his contemporaries called him Parsons, especially if they were hostile, but his correspondence and other manuscript evidence make it quite clear he preferred Persons. The variant spellings would not affect the pronunciation of his name, but ‘Parsons’ is a reminder of the rumour that he was the bastard son of a Somerset parson. Parsons or Persons, he was notorious in his day as a traitorous plotter and irrepressible controversialist, but today he is virtually ignored by literary scholars. The story is told of a meeting in 1954, on a train from Cambridge to Oxford, between C. S. Lewis and A. L. Rowse. Rowse congratulated his fellow-traveller on the recent publication of his History of English Literature in the Sixteenth Century—a work that itself was to become, for other reasons, the centre of controversy—pausing only to register some surprise at his treatment of prose: ‘You praise Cardinal Allen, who is really negligible and wrote very little, but you do not even mention Robert Parsons, the Jesuit who wrote over thirty books and was one of the most considerable prose writers of the Elizabethan period. Why?’ To this piece of donnish one-upmanship, Lewis bluffed: ‘I did not think he was important enough to be included.’ He hadn't read Persons.
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Azizy, Jauhar, and Muhammad Sairi. "AL-QUR’AN ANTARA WAHYU AURAL DAN KODIFIKASI ‘UTHMĀNĪ." ILMU USHULUDDIN 5, no. 2 (October 3, 2019): 93–111. http://dx.doi.org/10.15408/iu.v5i2.12456.
Full textAbstract:
This study will begin by discussing the history of the Qur’an, the Qur’an as a revelation, the history of the writing of the Qur’an and the content of the discussion of the Qur’an. By describing what the initial scriptures were written about and when the general codification of the Koran was agreed upon became the main global reference, it could be understood by educated people, especially the laity. As we already know that the Koran in general is initially a complex thing, meaning that the process of occurrence requires stages that are not instantaneous. Various concepts related to the scriptures, such as “God, Angels, Revelations, Prophets,” are often understood as taken forgranted. Likewise the process of revelation of the Qur’an, such as narration, writing, gathering and opening, is often not a concern. This paper intends to discuss the Qur’an from a Historical-Theological perspective. Other things accepted in dogma, such as God's word, verse structure, spelling, and structure of the text, are questioned again by positioning in the historical context at the time the revelation was revealed and then written. The emphasis of this paper is on the process of sacralization of the Koran having a long journey and intersecting with the historical events of the Muslims between the aural and the codification of ‘Uthmānī. Briefly, outlining the history of revelation and writing of the Koran becomes a “holy book” for religious communities. The process of sacralization of the "holy book" cannot be separated from the increasingly mature written tradition of human life that is complex. But does not deny the tradition of previous writings, such as the Bible or books of the Jews and Christians. Because the tradition of writing al-Qur’an is imitating from previous books. Is that right?.
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Nemeth-Jajić, Jadranka, and Petra Božanić. "Linguistic terms in contemporary textbooks of Croatian language." Školski vjesnik 71, no. 1 (2022): 139–55. http://dx.doi.org/10.38003/sv.71.1.1.
Full textAbstract:
Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks for grades 5-8 were analyzed, focusing on the terms at the phonological, morphological, syntactic, lexicological, and orthographical levels. The results of the textbooks analysis were compared with the terminology in contemporary school grammar books and Croatian orthography and spelling books, with the 2006 Primary School Curriculum, and with the 2019 Croatian language subject curriculum entitled the Curriculum of the Subject Croatian Language for Primary Schools and Grammar Schools. Although certain different linguistic terms can be found in new textbooks at all mentioned levels, it can still be concluded that contemporary textbooks are more consistent than previous textbooks regarding the use of linguistic terms.
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Surcouf, Christian. "L’enseignement et l’apprentissage de la conjugaison en FLE: comment réduire les difficultés engendrées par l’orthographe." Travaux neuchâtelois de linguistique, no. 54 (January 1, 2011): 93–112. http://dx.doi.org/10.26034/tranel.2011.2852.
Full textAbstract:
French verb morphology has always been a major challenge for learners as well as teachers of French as a foreign language. Learning difficulties arise not only from the inherent complexity of the conjugation system itself, but mostly from the traditional description found in specialized books, grammars, etc. French spelling alone tends to complexify the actual oral verb morphology by more than 60%, thus hindering efficient learning. Following Dubois (1967), Csécsy (1968), Pouradier Duteil (1997), etc., I suggest an alternative approach, exclusively based on phonetic transcription, and starting with plural forms instead of singular ones (Mayer 1969). For more than 500 verbs of the 2nd and 3rd groups, this strategy allows learners to first memorize the present tense plural form e.g. /illiz/ (ils lisent, "they read") and take the stem’s final consonant away to get the singular /illi/ (il lit, "he reads").
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Tauseef, Muhammad, Syed Kazim Shah, Fatima Tul Zahra Sulehri, and Mehwish Kalsoom. "An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan." International Journal of English Language Education 3, no. 2 (June 15, 2015): 44. http://dx.doi.org/10.5296/ijele.v3i2.7824.
Full textAbstract:
<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>
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UZ, Özkan. "On the Example of a Newly Found Prose Ihtilac-name." Akademik Dil ve Edebiyat Dergisi 6, no. 2 (August 30, 2022): 0. http://dx.doi.org/10.34083/akaded.1141089.
Full textAbstract:
Using various fortune-telling methods to get information about the future is an action that people have been doing for hundreds of years. The texts describing fortune-telling date back to the first written works of Turkish literature. The event of waiting for news from the future as a result of seyirme or ihtilac, which is a product of the tradition, has an anonymous feature in this respect. Inferences about watching are generally based on names such as Cafer-i Sadık, İskender and Danyal. The manuscript that will be discussed in this article is of the type of ikhlâc-nâme, which is a kind of fortune-telling book. Based on the twitches in the human body, these kinds of works that make interpretations about the future of the person appear as a separate book or among various other books. The work we are examining in this study is a prose written in prose and registered in the Manuscripts catalog of Ankara University Faculty of Theology. This work, with 129 twitches belonging to 119 limbs, is an example of an ikhlâc-nâme that can be considered medium volume. In this article, the Latin script of the work will be tried to be revealed and will be compared with some recent studies in terms of content. In addition, the remarkable language and spelling features in the text will be mentioned. A manuscript copy of the work will be added at the end of the article.
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Törcsvári, Attila. "Translation memory and computer assisted translation tool for medieval texts." Acta Periodica Duellatorum 2015, no. 2 (October 1, 2015): 28–46. http://dx.doi.org/10.1515/apd-2015-0008.
Full textAbstract:
Abstract Translation memories (TMs), as part of Computer Assisted Translation (CAT) tools, support translators reusing portions of formerly translated text. Fencing books are good candidates for using TMs due to the high number of repeated terms. Medieval texts suffer a number of drawbacks that make hard even “simple” rewording to the modern version of the same language. The analyzed difficulties are: lack of systematic spelling, unusual word orders and typos in the original. A hypothesis is made and verified that even simple modernization increases legibility and it is feasible, also it is worthwhile to apply translation memories due to the numerous and even extremely long repeated terms. Therefore, methods and algorithms are presented 1. for automated transcription of medieval texts (when a limited training set is available), and 2. collection of repeated patterns. The efficiency of the algorithms is analyzed for recall and precision.
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Rutter, Keith. "Sicily and South Italy: the Background to Thucydides Books 6 and 7." Greece and Rome 33, no. 2 (October 1986): 142–55. http://dx.doi.org/10.1017/s0017383500030291.
Full textAbstract:
The story of the Greek settlements in Sicily and southern Italy is not commonly regarded as one of the 'central themes' of Greek history. For long periods, the paucity of documentary evidence means that there is little story to tell anyway, and when a history of events is possible, it is often because those events are closely linked with the more fully documented history of Greece itself. Such an occasion occurred in 415, when the Athenians decided to send a fleet to western waters, and subsequently to undertake the siege of Syracuse. These events, so vividly narrated by Thucydides in the polished narrative of Books 6 and 7, are often studied today, but many modern readers start with a disadvantage shared, as Thucydides would have us believe, with the majority of Athenians of his own day - ignorance of Sicily and its inhabitants. Thucydides responded by giving his readers an account of the various peoples who inhabited Sicily, to impress upon them the number and power of the cities and settlements on the island (6.2-6). This article offers a short introduction to the political situation the Athenians encountered in South Italy and Sicily. It is written with a minimum of documentation, apart from references to the text of Thucydides. (The spelling of proper names follows that used in the Penguin translation, from which quotations are also taken; some suggestions for further reading are given at the end.)
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Sarhan, Inquiry Assist prof Dr Saadoun Taha. "(Dawn of the thyme in the fuller of the praise) Hafiz Imam Jalal al-Din al-Suyuti (T 911H)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 226, no. 1 (September 1, 2018): 31–44. http://dx.doi.org/10.36473/ujhss.v226i1.185.
Full textAbstract:
The meanings of it, so he sent an Arab Qur'an to those who had a heart or heard a martyr, and prayers and peace on those who are mosques of the words, and the ruling and the separation of speech – Sayyidina Muhammad (peace and blessings of Allaah be upon him) and his followers Religious Day .The motive for writing and investigating the dawn of the Thracian is to convey the fullest praise that we have in our hands. Which prompted me to achieve it is that I have seen it in the books of the Al Suyuti of fatwas in the investigation of Sheikh Mohamed Mohieddin Abdel Hamid but the Sheikh did not achieve the investigation that satisfies the purpose, all that he did the show of the book, not to mention the existence of some disagreement between the print and the manuscript, they remained a separate copy in the head In the lion's library, I did not stand on all those who wrote about the Al Suyuti mentioning this message, it took a space in my mind and committed to achieve it despite its smallness and committed to achieve the message:
Edit the text according to contemporary spelling rules, and adjust it in shape.
The graduation of Qur'anic verses and poetry and their seizure in form.
To take care to achieve the issues mentioned by the author in the letter and comment on what he saw in need of it.
Documenting the opinions and statements contained in the books mentioned in the letter.
Translation of the information contained in the letter.
This effort I put in the hands of the reader, and the help is from God.
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Sarhan, Inquiry Assist prof Dr Saadoun Taha. "(Dawn of the thyme in the fuller of the praise) Hafiz Imam Jalal al-Din al-Suyuti (T 911H)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES, no. 226(1) (September 1, 2018): 31–44. http://dx.doi.org/10.36473/ujhss.v0i226(1).185.
Full textAbstract:
The meanings of it, so he sent an Arab Qur'an to those who had a heart or heard a martyr, and prayers and peace on those who are mosques of the words, and the ruling and the separation of speech – Sayyidina Muhammad (peace and blessings of Allaah be upon him) and his followers Religious Day .The motive for writing and investigating the dawn of the Thracian is to convey the fullest praise that we have in our hands. Which prompted me to achieve it is that I have seen it in the books of the Al Suyuti of fatwas in the investigation of Sheikh Mohamed Mohieddin Abdel Hamid but the Sheikh did not achieve the investigation that satisfies the purpose, all that he did the show of the book, not to mention the existence of some disagreement between the print and the manuscript, they remained a separate copy in the head In the lion's library, I did not stand on all those who wrote about the Al Suyuti mentioning this message, it took a space in my mind and committed to achieve it despite its smallness and committed to achieve the message:
Edit the text according to contemporary spelling rules, and adjust it in shape.
The graduation of Qur'anic verses and poetry and their seizure in form.
To take care to achieve the issues mentioned by the author in the letter and comment on what he saw in need of it.
Documenting the opinions and statements contained in the books mentioned in the letter.
Translation of the information contained in the letter.
This effort I put in the hands of the reader, and the help is from God.