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Academic literature on the topic 'New french orthography'
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Journal articles on the topic "New french orthography"
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Lenoble-Pinson, Michele. "French Academy of Sciences and the new orthography." XLinguae 12, no. 1XL (January 2019): 3–12. http://dx.doi.org/10.18355/xl.2019.12.01xl.01.
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Kriuchkov, H. H. "Graphic hybridization of modern French vocabulary." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 82–89. http://dx.doi.org/10.17721/2663-6530.2019.36.06.
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The article is devoted to the analysis of American borrowings in French of the 21st century. Americanisms in French keep their graphic form and change French orthography, its principles and system. All spheres of social being are borrowing from American English. In the field of food the French vocabulary has borrowed from American English snack-bar, brunch, fast-food, pop-corn, hot-dog, cocktail, coca-cola. In some words the orthography is simple, based on phonetical principles. In the case of bar, fast, pop, corn, dog, coca, cola there is no problems to write or to read these words. But other substantives have brought specific orthograms (ck, un, op, h, ail) and modify the French graphic inventory: snack, brunch, food, hot, cocktail. The cultural sphere has received many units from American English: hip-hop, rock-and-roll, rock`n`roll, hard rock, heavy metal, jazz rock, punk rock, grunge. Some americanisms enrich French graphic with digrams ck, ea, zz, un or aphonograms (h), apostrophe (rock`n`roll) etc. Borrowed americanisms with English orthography can create homophone series in french: crack (cocaine) – crac! (crac!) – crack (crack) – crack (favorite trotter) – craque, craques, craquent (verb "to crack") – craque (fib) – krach (crash failure) – krak (castle). Barrowed orthograms complicate French graphic. They have no new phonems but add superfluous graphems in French inventory. Etymological orthograms reproduce the linguocultural traditions of language. They shape the high graphostyle of language and please young people who loves to use Anglicisms and Americanisms with authentic orthography. Graphic features of English loan-words result into hybridization of French vocabulary, complicate orthography, extend the linguocultural domain and insure the ethnosociolinguistical loyalty of both languages and cultures.
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Klekot, Nina. "Eficacia de la política reguladora en el ámbito de la ortografía." Lublin Studies in Modern Languages and Literature 43, no. 4 (December 30, 2019): 15. http://dx.doi.org/10.17951/lsmll.2019.43.4.15-29.
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<p>The given study explores the subject of the effectiveness of the regulatory policy in the field of orthography introduced in recent years by the Royal Spanish Academy, the Polish Language Council and the French Academy. The main purpose of the work is to present the differences between the behaviour of the users of the three languages: Spanish, French and Polish against some normative provisions in the field of orthography and to suggest answers to a few key questions: Who shows the most favourable attitude towards the norms established by the linguistic institutions of their country? In what situations do speakers reject or accept new spelling forms?</p><div> </div>
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Shakory, Sharry, Xi Chen, and S. Hélène Deacon. "Learning Orthographic and Semantic Representations Simultaneously During Shared Reading." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 909–21. http://dx.doi.org/10.1044/2020_jslhr-20-00520.
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Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999
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Winsnes, Selena Axelrod. "P. E. Isert in German, French, and English: A Comparison of Translations." History in Africa 19 (1992): 401–10. http://dx.doi.org/10.2307/3172009.
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Paul Erdmann Isert's Reise nach Guinea und den Caribäischen Inseln in Columbien (Copenhagen 1788) seems to have enjoyed a lively reception, considering the number of translations, both complete and abridged, which appeared shortly after the original. Written in German, in Gothic script, it was quickly ‘lifted over’ into the Roman alphabet in the translations (into Scandinavian languages, Dutch, and French), thus making it available to an even greater public than a purely German-reading one. In the course of my research for the first English translation, I have found that the greatest number of references to Reise in modern bibliographies have been to the French translation, Voyages en Guinée (Paris, 1793). This indicates a greater availability of the translation, a greater degree of competence/ease in reading French than the German in its original form, or both. The 1793 translation has recently been issued in a modern reprint, with the orthography modernized and with an introduction and notes by Nicoué Gayibor. Having recently completed my own translation, I have now had the opportunity to examine the 1793 edition more closely, and have noticed a number of variations and divergencies from the original. I would like to examine these here, largely as an illustration of problems in translation, using both a copy of the 1793 edition and the new reprint. The latter, barring a few orthographical errors—confusion of f's and s's—is true to its predecessor.
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Jaffe, Alexandra. "Misrecognition unmasked? ‘Polynomic’ language, expert statuses and orthographic practices in Corsican schools." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 4 (December 1, 2003): 515–37. http://dx.doi.org/10.1075/prag.13.4.04jaf.
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Over the last twenty years, “expert” discourses about the sociolinguistic character of Corsica have shifted from a focus on “diglossia” to an assertion that Corsican is a “polynomic” language. In the context of language shift and efforts at minority language revitalization, these two discourses make different claims about the relationship of language and identity, posit different kinds of power relationships between Corsicans and their two languages, and have different implications for Corsican language policy and advocacy. One of the unintended consequences of a revitalization program built on the idea of “diglossia” was the internal reproduction of dominant language hierarchies that divided rather than unified Corsicans around language. As an antidote, Corsican academics in the late eighties, introduced the notion of Corsican as a “polynomic” language defined both by its internal variation (multiple centers of “authenticity” and “authority”) and by speakers’ recognition of linguistic unity in diversity - a collective stance vis-à-vis linguistic variation that challenges the very principles of dominant (French) language ideologies in its inclusive, non-hierarchical nature. Through analysis of ethnographic data from a month-long bilingual teacher training course and from the way that Corsican orthography is taught in a bilingual school, I explore the ideology of polynomic unity in diversity and how it misrecognizes 1) contemporary speakers’ relationship with regional variation and 2) the new forms of linguistic diversity caused by language shift among both students and teachers in Corsican bilingual classrooms.
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Fabrycy, Małgorzata. "Les emprunts à l’anglais touchés par la réforme orthographique et leur variation dans la presse canadienne en ligne." NEO 32 (December 23, 2020): 258–79. http://dx.doi.org/10.31261/neo.2020.32.14.
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This article examines if and how the recommendations of the spelling reform from 1990 are applied and used in practice. We have focused especially on the loanwords namely anglicisms in the Canadian French and their employment in the Canadian press in electronic format. For that purpose, we wanted to depict certain details of the spelling reform concerning words of foreign origin, and more precisely those which are borrowed from British and American English. We have also concentrated our attention on the difficulties of French grammatical system, comparing it with the Italian and Spanish grammatical systems in order to illustrate the level of complexity of the French language. To demonstrate and verify the usage of the rules recommended by the reform of French orthography, we have chosen several online versions of Canadian daily press.
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SCHEPENS, JOB, TON DIJKSTRA, and FRANC GROOTJEN. "Distributions of cognates in Europe as based on Levenshtein distance." Bilingualism: Language and Cognition 15, no. 1 (August 11, 2011): 157–66. http://dx.doi.org/10.1017/s1366728910000623.
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Researchers on bilingual processing can benefit from computational tools developed in artificial intelligence. We show that a normalized Levenshtein distance function can efficiently and reliably simulate bilingual orthographic similarity ratings. Orthographic similarity distributions of cognates and non-cognates were identified across pairs of six European languages: English, German, French, Spanish, Italian, and Dutch. Semantic equivalence was determined using the conceptual structure of a translation database. By using a similarity threshold, large numbers of cognates could be selected that nearly completely included the stimulus materials of experimental studies. The identified numbers of form-similar and identical cognates correlated highly with branch lengths of phylogenetic language family trees, supporting the usefulness of the new measure for cross-language comparison. The normalized Levenshtein distance function can be considered as a new formal model of cross-language orthographic similarity.
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Buncic, Daniel. "The apostrophe." Written Language and Literacy 7, no. 2 (March 22, 2005): 185–204. http://dx.doi.org/10.1075/wll.7.2.04bun.
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The paper provides a new analysis of the apostrophe in various languages which is less redundant and complies better with linguistic intuition than traditional definitions. The apostrophe does not mark the omission of letters, as traditionally assumed (English it’s, German auf’m ‘on the’, French l’ami ‘the friend’), but indicates important morpheme boundaries wherever this is necessary for certain reasons. Such an indication of a morpheme boundary can be necessitated by several factors, e.g. the omission of letters (English it’s, German auf’m, French l’ami), proper names (Turkish Ankara’da ‘in Ankara’, English John’s), or graphical code-switching (English two l’s, Russian laptop’ов ‘laptop, gen. pl.’). This explanation covers even most violations of current orthographic norms, e.g. German Häus’chen ‘small house’, and it has no exceptions whatsoever in formal texts. (English isn’t, German ’nauf ‘up’, French p’tit ‘small’ are mere ‘transcripts’ of colloquial speech.)
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Beauvais, Lucie, Houria Bouchafa, Caroline Beauvais, Nina Kleinsz, Annie Magnan, and Jean Ecalle. "Tinfolec: A New French Web-Based Test for Reading Assessment in Primary School." Canadian Journal of School Psychology 33, no. 3 (May 17, 2018): 227–41. http://dx.doi.org/10.1177/0829573518771130.
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The goal of the experiment was to examine the relevance of a new French web-based assessment, Tinfolec (Test INFOrmatisé d’évaluation de la LECture), the aim of which is to evaluate the reading abilities of children in primary grades. The participants were 1,016 children from Grades 2 to 5. They completed the five tasks of Tinfolec designed to assess the efficiency of the two procedures used to identify written words (the nonlexical route and the lexical orthographic route). We tested the reliability and validity of the new tool in a subsection of this sample. Correlational analyses provided evidence of the reliability and validity of Tinfolec. The results are consistent with the conventionally observed effect of lexical factors (length, consistency, and frequency) on written word processing. The results confirm the relevance of the proposed tasks. The study produced promising results and would allow practitioners to perform online assessments of reading skills.
Dissertations / Theses on the topic "New french orthography"
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Dáňa, Karel. "Francouzský "nový pravopis" v učebnicích FJ jako dalšího cizího jazyka." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445834.
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This diploma thesis builds on the previous final work of the same author, Karel Dáňa. It acquaints the reader with the reform of French orthography of 1990. The aim of the work is, in addition to the description of individual orthography changes (which were described in detail in the previous work and in this are further developed and newly offers readers connections with the original objective and meaning of the orthography phenomenon), especially the analysis of French orthography in French textbooks as a foreign language fourteen orthography rectifications. The work certainly does not aim to prevent or devalue the used French textbooks in any way. It reflects which rules apply to the teaching of French as a foreign language and, if possible, suggests alterations in the interpretation of the orthography phenomenon so that the spelling can be used without compromising the overall grasp of the new grammar curriculum. KEYWORDS ancient French orthography, new French orthography, rules, orthography changes, analysis of textbooks, work with mistakes, application of rules, alterations
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Kaderová, Kateřina. "Reforma francouzského pravopisu z roku 1990." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329825.
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Kateřina Kaderová La réforme de l'orthographe française de 1990 - Reform of the French orthography in 1990 Klíčová slova: French, reform of orthography, 1990, new orthography, teachers, the Czech Republic Diploma thesis - abstract (English) The reform of the French orthography from 1990 has not a clear position more than twenty years after its publication. Lively debates about it are calming down and it is high time to think about its future. We are going to present the reform in the whole in this work with the emphasis to the school environment which has a decisive influence to its expansion. The aim of the work is to gather enough data to formulate recommendations to Czech teachers about how to treat the reform and how much of it include in the lessons, if anything. The reform is gradually spreading especially thanks to the effort of its supporters. In French schools, it has been finally officialised but there are no rules in the Czech Republic. By means of a research among Czech teachers, we have realized that they are quite informed about the new orthography and their approach is rather positive. Some of them have been already teaching the new forms and others can join them after considering all pros and cons.
Books on the topic "New french orthography"
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Viger, J. Néologie canadienne, ou, Dictionnaire des mots créés en Canada & maintenant en vogue, des mots dont la prononciation & l'orthographe sont différents de la prononciation & orthographe françoises, quoique employés dans une acception semblable ou contraire, et des mots étrangers qui se sont glissés dans notre langue. Ottawa: Presses de l'Université d'Ottawa, 1998.
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