In Search of the Perfect Orthography*
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Running Head: ORTHOGRAPHIC DEPTH and ORTHOGRAPHIC PROCESSING 1
Running head: ORTHOGRAPHIC DEPTH AND ORTHOGRAPHIC PROCESSING 1 This is a post-peer-review, pre-copyedit version of an article accepted in "Reading and Writing". The final authenticated version will be available at link.springer.com. The Effect of Orthographic Depth on Letter String Processing: The Case of Visual Attention Span and Rapid Automatized Naming Alexia Antzaka (ORCID iD: 0000-0002-3975-1122) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Departamento de Lengua Vasca y Comunicación, UPV/EHU, 48940, Leioa, Spain Clara Martin (ORCID iD: 0000-0003-2701-5045) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Ikerbasque, Basque Foundation for Science, 48013, Bilbao, Spain Sendy Caffarra (ORCID iD: 0000-0003-3667-5061) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Sophie Schlöffel Running head: ORTHOGRAPHIC DEPTH AND ORTHOGRAPHIC PROCESSING 1 Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Departamento de Lengua Vasca y Comunicación, UPV/EHU, 48940, Leioa, Spain Manuel Carreiras (ORCID iD: 0000-0001-6726-7613) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Departamento de Lengua Vasca y Comunicación, UPV/EHU, 48940, Leioa, Spain Ikerbasque, Basque Foundation for Science, 48013, Bilbao, Spain Marie Lallier (ORCID iD: 0000-0003-4340-1296) Basque Center on Cognition, Brain and Language, 20009, San Sebastián, Spain Author note The authors acknowledge financial support from the Basque Government (PRE_2015_2_0049 to A.A, PI_2015_1_25 to C.M, PRE_2015_2_0247 to S.S), the European Research Council (ERC-2011-ADG-295362 to M.C.), the Spanish Ministry of Economy and Competitiveness (PSI20153653383P to M.L., PSI20153673533R to M. -
Reading Development in Two
Psychologica Belgica 2009, 49-2&3, 111-156. READING DEVELOPMENT IN TWO ALPHABETIC SYSTEMS DIFFERING IN ORTHOGRAPHIC CONSISTENCY: A LONGITUDINAL STUDY OF FRENCH-SPEAKING CHILDREN ENROLLED IN A DUTCH IMMERSION PROGRAM Katia LECOCQ, Régine KOLINSKY, Vincent GOETRY, José MORAIS, Jesus ALEGRIA, & Philippe MOUSTY Université Libre de Bruxelles Studies examining reading development in bilinguals have led to conflicting conclusions regarding the language in which reading development should take place first. Whereas some studies suggest that reading instruction should take place in the most proficient language first, other studies suggest that reading acquisition should take place in the most consistent orthographic system first. The present study examined two research questions: (1) the relative impact of oral proficiency and orthographic transparency in second-language reading acquisition, and (2) the influence of reading acquisition in one language on the development of reading skills in the other language. To examine these questions, we compared reading development in French- native children attending a Dutch immersion program and learning to read either in Dutch first (most consistent orthography) or in French first (least consistent orthography but native language). Following a longitudinal design, the data were gathered over different sessions spanning from Grade 1 to Grade 3. The children in immersion were presented with a series of experi- mental and standardised tasks examining their levels of oral proficiency as well as their reading abilities in their first and, subsequently in their second, languages of reading instruction. Their performances were compared to the ones of French and Dutch monolinguals. The results showed that by the end of Grade 2, the children instructed to read in Dutch first read in both languages as well as their monolingual peers. -
PDF Hosted at the Radboud Repository of the Radboud University Nijmegen
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/29876 Please be advised that this information was generated on 2016-01-28 and may be subject to change. CONTENTS CHAPTER 1 INTRODUCTION...................................................................... 1 1.1 AIM OF THIS STUDY...................................................................................... 2 1.2 RELEVANCE ................................................................................................. 4 1.3 METHOD AND SCOPE.................................................................................... 5 1.4 FORMALISM AND NOTATIONAL CONVENTIONS............................................. 6 1.5 ORGANIZATION OF THIS THESIS.................................................................... 7 CHAPTER 2 THE SPELLING OF NATIVE WORDS ................................. 9 2.1 INTRODUCTION ............................................................................................ 9 2.2 DUTCH PHONEMES, GRAPHEMES AND THE CORRESPONDENCE BETWEEN THEM .......................................................................................... 9 2.2.1 Dutch phonemes .................................................................................. 9 2.2.2 Dutch graphemes............................................................................... 12 2.2.3 Sound-letter correspondences .......................................................... -
THE VOLKSGEIST CONCEPT in DUTCH LINGUISTICS Issues and Controversies, Old and New 1
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at VU From: Jan Noordegraaf, The Dutch Pendulum. Linguistics in the Netherlands 1740-1900. Münster: Nodus Publikationen 1996, 86-98. ISBN 3-89323-264-8 THE VOLKSGEIST CONCEPT IN DUTCH LINGUISTICS Issues and controversies, old and new 1 Jan Noordegraaf 1. Introduction Almost one hundred and fifty years ago, in 1849, the first Dutch Linguistic and Literary Conference was held in Ghent, Belgium. In his opening address Dr F. A. Snellaert (1809-1872) argued that we should use every possible means to "strengthen the spirit of the people, and that we should fight those who worked against the development of the spirit of the people". One of the means of combat was language. As many nineteenth-century Dutch and Flemish linguists understood it, language was the mirror of this 'volksgeest', the expression of the soul of the people, and the relationship between the two reciprocal: by influencing the language one could influence the character of the people. This is the well-known thesis of the "Weltbild der Sprache": language, especially the mother tongue, has a certain influence and degree of impact on the "Weltansicht" of the speakers, and vice versa. For the sake of brevity, I shall use the German term 'Volksgeist' throughout the remainder of this article as a technical term to indicate this concept, which, though rather obscure, has nevertheless attained a certain notoriety in our discipline. In this paper I would like to discuss two Dutch linguistic controversies which are connected by the underlying concept of Volksgeist. -
Fl 002 857 Edrs Price Descriptors
DOCUMENT RESUME ED 058 787 FL 002 857 AUTHOR Herold, William R. TITLE An Experimental Study of the Teaching of French Pronunciation Using an "Ad Hoc" Phonemic Alphabet. PUB DATE 15 Jan 72 NOTE 7p.; Paper presented at the Western New York Council of Foreign language Supervisors meeting, January 15, 1972 EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Comparative Analysis; Comparative Statistics; *Educational Experiments; *French; Graphemes; Language Instruction; Modern Languages; Phonemes; *Phonemic Alphabets; *Pronunciation; Pronunciation Instruction; Reading Skills; *Second Language Learning; Speech ABSTRACT The primary purpose of this experiment is to determine the effect of reading development based on phonemic transcription and traditional orthography on the pronunciation of French as a second language. Sixteen level1 French classes in Western New York State schools participated in the experiment in which the control and experimental classes completed six weeks of study of an introductory French text in which the first three units were transcribed for the experimental group along thelines of the International Phonetic Alphabet. Changes were made, as necessary, in order to create additional symbols resembling the traditional grapheme as closely as possible. Pronunciation tests were administered following the initial period, and statistical results are discussed. Concluding remarks confirm thebelief that the effect of the written form of a language depends on the degree of correspondence which exists between the conventional orthography and the phonology of that language. (R14 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF EDU- AN EXPERIMENTAL STUDY OF THE TEACHINGOF FRENCH CATION POSITION OR POLICY. -
Not All Is Wrong with French Spelling Author(S): Albert Valdman Source: the French Review, Vol
Not All Is Wrong with French Spelling Author(s): Albert Valdman Source: The French Review, Vol. 37, No. 2 (Dec., 1963), pp. 213-223 Published by: American Association of Teachers of French Stable URL: https://www.jstor.org/stable/384917 Accessed: 01-05-2019 20:43 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms American Association of Teachers of French is collaborating with JSTOR to digitize, preserve and extend access to The French Review This content downloaded from 156.56.90.122 on Wed, 01 May 2019 20:43:55 UTC All use subject to https://about.jstor.org/terms Not All is Wrong with French Spelling by Albert Valdman O NE OF THE FUNDAMENTAL ASSUMPTIONS of FL teach- ing "in the New Key" is that the spoken language is primary and writing only its derivative.1 Accordingly, the student's first task is discrimination among target language sound features, if not with near-native accuracy, at least in such a way that they are kept distinct from each other; for in- stance, in French /1/ must be distinguished and differentiated from /a-/ so that sentences like C'est cinq francs and C'cst cent francs may be kept apart. -
Orthography Development for Creole Languages Decker, Ken
University of Groningen Orthography Development for Creole Languages Decker, Ken IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2014 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Decker, K. (2014). Orthography Development for Creole Languages. [S.n.]. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). The publication may also be distributed here under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license. More information can be found on the University of Groningen website: https://www.rug.nl/library/open-access/self-archiving-pure/taverne- amendment. Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 01-10-2021 ORTHOGRAPHY DEVELOPMENT FOR CREOLE LANGUAGES KENDALL DON DECKER The work in this thesis has been carried out under the auspices of SIL International® in collaboration with the National Kriol Council of Belize. -
On the Representation of Quasi-Long Vowels in Dutch and Limburgian
On the representation of quasi-long vowels in Dutch and Limburgian Ben Hermans 0. Introduction Standard Dutch has three vowels which are phonologically long but phonetically short. These are the high vowels [i], [y], and [u]. The fact that these vowels are phonetically short has hardly received any attention in the literature. In this paper I would like to show that shortness should be an essential ingredient of the phonological characterization of these vowels. On the other hand, however, the arguments that they are long are rather strong. Hence, length must be an essential part of their phonological characteriza• tion, too. This raises the question how to reconcile these conflicting pieces of evidence. Only one solution seems to be adequate. Adopting a proposal first made in Smith et al. (1989) I claim that the vowels [i], [y], [u] are located in a nucleus containing two positions on the X-line, the second of which is empty. Such a representation explains their ability to behave like a long vowel with respect to stress and syllable structure; the fact that the second slot is empty correctly characterizes these vowels as phonetically short. Furthermore, this representation also explains why with respect to certain phonological phenom• ena these vowels act as short. 1. Why [i], [y], [u] must be long Two arguments show conclusively that [i], [y], [u] must somehow be represent• ed as long. The first argument is based on syllable structure. It has been shown by various students of Standard Dutch phonology that the truly long vowels of Dutch, vz. [a], [e], [o], [o] can only be followed by at most one consonant within the syllable (cf. -
Orthographies in Early Modern Europe
Orthographies in Early Modern Europe Orthographies in Early Modern Europe Edited by Susan Baddeley Anja Voeste De Gruyter Mouton An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org An electronic version of this book is freely available, thanks to the support of libra- ries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative can be found at www.knowledgeunlatched.org ISBN 978-3-11-021808-4 e-ISBN (PDF) 978-3-11-021809-1 e-ISBN (EPUB) 978-3-11-021806-2 ISSN 0179-0986 e-ISSN 0179-3256 ThisISBN work 978-3-11-021808-4 is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License, ase-ISBN of February (PDF) 978-3-11-021809-1 23, 2017. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/. e-ISBN (EPUB) 978-3-11-021806-2 LibraryISSN 0179-0986 of Congress Cataloging-in-Publication Data Ae-ISSN CIP catalog 0179-3256 record for this book has been applied for at the Library of Congress. ISBN 978-3-11-028812-4 e-ISBNBibliografische 978-3-11-028817-9 Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliogra- fie;This detaillierte work is licensed bibliografische under the DatenCreative sind Commons im Internet Attribution-NonCommercial-NoDerivs über 3.0 License, Libraryhttp://dnb.dnb.deas of February of Congress 23, 2017.abrufbar. -
Phonetic Vowel Training for Child Second Language Learners: the Role of Input Variability and Training Task
Phonetic vowel training for child second language learners: the role of input variability and training task Gwen Brekelmans A thesis submitted for the degree of Doctor of Philosophy Department of Language & Cognition Division of Psychology and Language Sciences University College London 2020 1 Declaration I, Gwen Brekelmans confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Acknowledgements First and foremost, thank you so much to Liz Wonnacott for being an amazing supervisor. Thank you for your help with pretty much anything, for all your hard work, and your statistical knowledge; I’ve learnt so much over the past four years. Thanks also for littering my writing drafts with helpful comments and restructuring suggestions, which have made this thesis a lot easier to follow. Any remaining structural randomness is entirely my own, and any typos have earned their right to be printed by managing to slip under the radar. Many thanks as well to Bronwen Evans for being a fantastic second supervisor: thank you for all your phonetic wisdom, helpful advice, inspiration, and incredible kindness. I’m eternally grateful to all the participants, adults and children alike, with extra thanks to the clever and wonderful children for all the hair I braided, laces I tied, stickers I got to hand out, and stories I was told, making testing anything but boring. Particular thanks also to all the teachers and head teachers at the schools I tested at, who let me wreak havoc on their schedule by taking children out of class in between sports days, Roman History projects, and play performances of Matilda. -
F422 HISTORY of the FRENCH LANGUAGE Prerequisite: FRENCH 221
F422 HISTORY OF THE FRENCH LANGUAGE prerequisite: FRENCH 221 Catalog Description: "A linguistic study of the phonological, morphological, syntactic and lexical changes which turned the Latin spoken in Gaul into modern standard French. No previous training in linguistics required." (Note also: no previous training in Latin or Old French required.) Language of instruction: English. Instructor: Dr. Nathan L. Love Texts: A History of the French Language Peter RICKARD The French Language: Present and Past Glanville PRICE We will be concerned with external and internal history. External history pertains to the cultural, social, political realities bearing on language change, whereas internal history concerns itself primarily with phonological developments that occur within the language, independent of cultural phenomena. The Rickard text outlines external history, and the Price text catalogues the internal history of the French language. Class instruction will consist of traditional lectures bearing on language structure and internal history. The emergence of Old French from Vulgar Latin will receive emphasis since it is the earlier stages of development which are most remote from us. The readings on external history will be left to the students to complete. Requirements: A research paper, midterm and final exam. This will be a course rich in learning opportunities. It will provide a brief introduction to linguistics (especially historical Romance linguistics), an overview of the structure of Classical Latin, the essential characteristics of the syntax and lexicon of Old French, the standardization of Modern French in the late sixteenth and early seventeenth centuries. Much that is arcane in Modern French grammar and spelling will become clearer, I hope. -
A Study of the Variation and Change in the Vowels of the Achterhoeks Dialect
A STUDY OF THE VARIATION AND CHANGE IN THE VOWELS OF THE ACHTERHOEKS DIALECT MELODY REBECCA PATTISON PhD UNIVERSITY OF YORK LANGUAGE AND LINGUISTIC SCIENCE JANUARY 2018 Abstract The Achterhoeks dialect, spoken in the eastern Dutch province of Gelderland near the German border, is a Low Saxon dialect that differs noticeably from Standard Dutch in all linguistic areas. Previous research has comprehensively covered the differences in lexicon (see, for example, Schaars, 1984; Van Prooije, 2011), but less has been done on the phonology in this area (the most notable exception being Kloeke, 1927). There has been research conducted on the changes observed in other Dutch dialects, such as Brabants (Hagen, 1987; Swanenberg, 2009) and Limburgs (Hinskens, 1992), but not so much in Achterhoeks, and whether the trends observed in other dialects are also occurring in the Achterhoek area. It is claimed that the regional Dutch dialects are slowly converging towards the standard variety (Wieling, Nerbonne & Baayen, 2011), and this study aims to not only fill some of the gaps in Achterhoeks dialectology, but also to test to what extent the vowels are converging on the standard. This research examines changes in six lexical sets from 1979 to 2015 in speakers’ conscious representation of dialect. This conscious representation was an important aspect of the study, as what it means to speak in dialect may differ from person to person, and so the salience of vowels can be measured based on the number of their occurrences in self-described dialectal speech. Through a perception task, this research also presents a view of the typical Achterhoeks speaker as seen by other Dutch speakers, in order to provide a sociolinguistic explanation for the initial descriptive account of any vowel change observed in dialectal speech.