Journal articles on the topic 'Orthography and spelling – Sudy and teaching'
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1
Gaspar, Catarina. "Orthography as Described in Latin Grammars and Spelling in Latin Epigraphic Texts." Acta Classica Universitatis Scientiarum Debreceniensis 56 (September 1, 2020): 61–72. http://dx.doi.org/10.22315/acd/2020/4.
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This paper examines writing and orthography in the work of Latin grammarians and spelling variants in epigraphic texts. It focuses on the uses of the letter H and the spelling of the word sepulchrum. The word’s spelling seems to be connected to the spelling of other words through the adjective pulcher, pulchra, pulchrum. The analysis indicates that the teaching and learning of orthography had a limited influence on epigraphic texts, but there is evidence of the consistently high frequency of the spelling sepulcrum. The paper also shows how data on Latin orthography can help in understanding the chronology of the evolution of spelling in epigraphic texts.
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Larionova, L. G. "Topical Issues of Methodology in Teaching Spelling on the Pages of the Russian Language at School Journal (1979–2019)." Russian language at school 81, no. 1 (January 22, 2020): 36–44. http://dx.doi.org/10.30515/0131-6141-2020-81-1-36-44.
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This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.
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Bredikhina, S. V. "Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students." Prepodavatel XXI vek, no. 1, 2020 (2020): 142–53. http://dx.doi.org/10.31862/2073-9613-2020-1-142-153.
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The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.
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Murphy, Kimberly A., and Emily A. Diehm. "Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 544–60. http://dx.doi.org/10.1044/2020_lshss-19-00050.
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Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687
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Kornilov, N. V. "From the History of Teaching Spelling at School: Method of «Сacography» in the Methodological Heritage of P. M. Perevlessky." Russian language at school 81, no. 1 (January 22, 2020): 45–52. http://dx.doi.org/10.30515/0131-6141-2020-81-1-45-52.
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In this article, the author refers to the methodological heritage of a Russian philologist of the 19th century P. M. Perevlessky. In his book «Practical orthography with preliminary comments» (1842), P. M. Perevlessky proposed a “proofreading exercises” (carefully checking a text for errors) as practice techniques for learning orthography for schoolchildren. He emphasized the close relationship between spelling and grammar. After the publication of his book, the term «cacography» was introduced into scientific parlance, which is also used in modern methodology of teaching the Russian language. The author notes that there are still supporters and opponents of “proofreading practice”.
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DeMaster, Vicki K., Cathy L. Crossland, and Ted S. Hasselbring. "Consistency of Learning Disabled Students' Spelling Performance." Learning Disability Quarterly 9, no. 1 (February 1986): 89–96. http://dx.doi.org/10.2307/1510406.
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Spelling accuracy and error patterns were assessed to determine the consistency of learning disabled subjects' spelling performance on varying forms of word presentations. A dictated word list assessment and a dictated paragraph assessment were administered to 20 learning disabled students in third through sixth grade. A detailed error analysis, based on phonetic principles and predictable generalizations, was performed on all misspelled words. Results indicated that the learning disabled subjects' spelling accuracy was consistent across the two dictation formats. This consistency did not vary greatly between good and poor spellers. Comparisons of the two forms of dictated presentations revealed that the specific types of spelling errors demonstrated also were quite consistent. Such error-pattern consistency indicates that the learning disabled subjects utilized systematic approaches to spelling dictated words. Hence, the findings support the use of diagnostic error-analysis techniques with learning disabled students, as well as a structured approach to the teaching of spelling related to orthography patterns.
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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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Assink, Egbert, and Jan Van Der Linden. "Computer Controlled Spelling Instruction: A Case Study in Courseware Design." Journal of Educational Computing Research 9, no. 1 (February 1993): 17–28. http://dx.doi.org/10.2190/ct2y-q5c9-02h5-vw7q.
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The research project “Feedback Processes in Computer Managed Spelling Instruction” was aimed at developing and testing an instructional software program for teaching the orthography of Dutch verbs. The main focus of this article is on how to design an optimal learning environment. The design of human-computer interaction is highlighted from a number of respects: the sequencing of the learning content, the presentation of information on the screen, and the format of student input and feedback. The program consists of seven instructional modules. In each module, a specific grammatical operation, such as grammatical tense, person, number or voice, is highlighted. The effectiveness of the courseware was tested in a field experiment. Two versions of the program, a Standard Version and a Flexible Version, were compared, taking account of individual differences in spelling ability and motivation variables. Results with both versions are reported.
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Kim, Soohee. "When Keeping Up Means Falling Behind: The Dear Price of Stressing “Correct” Orthography in Teaching Korean as a Heritage Language." Korean Language in America 18, no. 1 (January 1, 2013): 71–91. http://dx.doi.org/10.2307/42922377.
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ABSTRACT Spelling and spacing in Korean pose great difficulty to learners, those who are acquiring Korean as a foreign or heritage language and native speakers alike. Fanned by its morphophonemic foundation turning increasingly phonetic in common practice and by exceptions to the rules, the wildfire of orthography has swiftly fallen into an uncontainable convention whereby mastery is practically unattainable. The highly technical nature of the guidelines, constant minor adjustments, and conflicting principles are all culpable. In this paper, I identify and detail major problematic factors (e.g., inconsistencies in rules, nominal and verbal compounds, dependent nouns and verbal endings) to demonstrate how unrealistic a goal it is to become “proficient” under the current orthographic system. Noting the many grammar professionals dispatched to train weekend school teachers in the U.S. mainly on spelling conventions, I suggest that the current system be tidied up and made accessible and that more resources be available for and attention paid to content in the teaching of heritage learners.
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Kim, Soohee. "When Keeping Up Means Falling Behind: The Dear Price of Stressing “Correct” Orthography in Teaching Korean as a Heritage Language." Korean Language in America 18, no. 1 (January 1, 2013): 71–91. http://dx.doi.org/10.2307/korelangamer.18.2013.0071.
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ABSTRACT Spelling and spacing in Korean pose great difficulty to learners, those who are acquiring Korean as a foreign or heritage language and native speakers alike. Fanned by its morphophonemic foundation turning increasingly phonetic in common practice and by exceptions to the rules, the wildfire of orthography has swiftly fallen into an uncontainable convention whereby mastery is practically unattainable. The highly technical nature of the guidelines, constant minor adjustments, and conflicting principles are all culpable. In this paper, I identify and detail major problematic factors (e.g., inconsistencies in rules, nominal and verbal compounds, dependent nouns and verbal endings) to demonstrate how unrealistic a goal it is to become “proficient” under the current orthographic system. Noting the many grammar professionals dispatched to train weekend school teachers in the U.S. mainly on spelling conventions, I suggest that the current system be tidied up and made accessible and that more resources be available for and attention paid to content in the teaching of heritage learners.
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Arutyunova, E. V. "The dynamics of the spelling standards of the modern Russian language and the educational process." Russian language at school 82, no. 3 (May 21, 2021): 18–25. http://dx.doi.org/10.30515/0131-6141-2021-82-3-18-25.
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This article studies two aspects of the changing orthographical norms of the contemporary Russian language: the linguistic one, which shows how the dynamics of the usual and codified orthographical norms are manifested, and the methodical one — how teaching methods should reflect the living language processes. The author proposes four directions for improving the content of the school course of the Russian language, conditioned by the changes in the codified norms: 1) expanding the studied language material with new words with a settled spelling norm and already fixed in the Russian language; 2) clarifying the rules’ formulations and updating the list of exceptions following the academic rules; 3) calculating the recodification, inevitable for the living language; 4) improving the lexicographical literacy, in particular, the knowledge of academic orthographical dictionaries. The author concludes that the method of teaching spelling in schools should rely on recognizing the school education as a factor in the functioning of the writing system. Teaching writing, if it follows the contemporary codification policy, supports the traditional system of Russian writing; it also contributes both to strengthening the system properties of orthography and to stabilizing the unstable sections of the orthographical system.
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Saetzianovna Khakimzianova, Alsu, Asiya Mirgasimovna Ilyasova, and Bulat Ildarovich Fakhrutdinov. "CONTENT AND ORGANIZATION OF TEACHING ORTHOGRAPHY AS ONE OF THE COMPONENTS OF WRITTEN SPEECH (ON THE EXAMPLE OF ENGLISH)." Humanities & Social Sciences Reviews 7, no. 6 (November 20, 2019): 242–46. http://dx.doi.org/10.18510/hssr.2019.7644.
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Purpose of the study: This article proposes a system for teaching English spelling as one of the aspects of mastering a word, i.e. mastering the acoustic, semantic, functional, and graphic-orthographic sides of a word. The task of the given research is considering the operational content of the process of re-encrypting audio signals into alphabetic, i.e. act of writing itself, as one of the components of writing.
Methodology: The analysis of the process of replacing acoustic signals with letters in the act of writing in order to identify its structure is based on scientific ideas about the patterns of functioning of the speech mechanism, of which the act of writing itself is a part. The content of learning activities in mastering English spelling includes sets of actions for both teachers and students. The approximate stage in the activity of mastering English spelling begins with the presentation of a visual image of previously orally worked out words.
Results: After identifying signs of learning difficulties in a graphic orthographic form of the words being acquired, a kind of problem situation is created, i.e. there is a need to choose actions that would most effectively overcome difficulties. The teacher helps and guides this choice. Teaching orientation in educational material, training individual actions and inclusion of acquired words in written speech activity are recognized as the main stages in such training. The authors actualize the need for specially organized didactic processes - learning steps that together form a learning activity, which is a way to form the mechanisms on which the act of writing is based.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Content and Organization of Teaching Orthography as one of the Components of Written Speech is presented in a comprehensive and complete manner.
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Devonshire, Victoria, Paul Morris, and Michael Fluck. "Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography." Learning and Instruction 25 (June 2013): 85–94. http://dx.doi.org/10.1016/j.learninstruc.2012.11.007.
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Palomino Gonzales, Niel Agripino. "Técnica Lecretexor para dinamizar la enseñanza y aprendizaje de la ortografía." Revista Investigación Universitaria 11, no. 2 (December 30, 2021): 571–82. http://dx.doi.org/10.53470/riu.v11i2.23.
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The principal objective of investigation serves to be the determination of the form in than the application of the technique LECRETEXOR (reading and creation of orthographic texts) influences the learning of orthography. The methodology used was the cuasiexperimental. The subjects of the cross - section constituted the schoolgirls of the first grade of secondary (First A, Experimental group) and (First B, Control group) of private school of misses Juan Landázuri of Cusco. The principal conclusion of investigation are: Than applying the technique LECRETEXOR in several learning sessions, it turns out well that schoolgirls learn the orthography in effective form and use her, in the same measure, the schoolgirls become addicted to the autocorrection; That they infer the orthographic rules as from the orthographic texts read by them. These results coincide with the research of Quiñones (2010) who, applying a reading method, found that 100% of the students improved their bad spelling problems, after reading specially selected texts.
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Koshueva, M. "K. Tynystanov's Role in the Kyrgyz Terminology Formation History." Bulletin of Science and Practice, no. 9 (September 15, 2022): 684–88. http://dx.doi.org/10.33619/2414-2948/82/78.
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Research relevance: scientific studies exploration of K. Tynystanov is very wide. It includes all structural levels and main sections in Kyrgyz linguistics as phonetics, word formation, vocabulary, morphology, syntax, lexicography, spelling, orthography and punctuation. In particular, Tynystanov was the first Kyrgyz linguist who conducted research on these levels and directions on a scientific basis. Research objectives: study of K. Tynystanovs works role in the Kyrgyz terminology formation. Research materials and methods: logical comparative, historical narrative and bibliographic methods of research were used. Research results: Tynystanov has developed a level of research on Kyrgyz language peculiarities in teaching, logical emphasis in a sentence, sentence originality, and poetry in the stylistic aspect. Conclusions: internal and external word-educational resources in the Kyrgyz language are fully processed by K. Tynystanov who strove to preserve the folk worldview and traditional signs in creating terms.
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Chansa-Kabali, Tamara. "Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia." South African Journal of Childhood Education 7, no. 1 (November 16, 2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.523.
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Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data − parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children’s early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents’ greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes.
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Gavrilina, Margarita A. "Orthographic literacy of Russian-speaking schoolchildren in Latvia." Russian Language Studies 20, no. 1 (March 30, 2022): 101–14. http://dx.doi.org/10.22363/2618-8163-2022-20-1-101-114.
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The research is devoted to one of the current problems of speech development of Russian-speaking schoolchildren of the diaspora (grades 4, 6 and 9) - orthographic literacy and is intended to contribute to the research on this problem. The topicality of the problem is substantiated by the necessity to explore the issues related to the quality of written speech, including orthographic knowledge and skills in the Russian (native) language of bilingual schoolchildren living outside Russia. The topic has not been sufficiently studied. The aim of the research is to describe the orthographic literacy of Latvian Russian-speaking schoolchildren of grades 4, 6 and 9 in 2015-2021. The research is based on the analysis of written works of 11 938 schoolchildren that were developed by the author of the article and specia- lists of education and science of Latvia. The methods of research include comparative, statistical, focus-group discussion. The research results: 1) the level of orthographic literacy of Latvian Russian-speaking bilinguals remains low; 2) the same typical spelling mistakes are found in the speech of schoolchildren of all ages, but the mistakes rate depends on the bilingual education model; 3) schoolchildren have difficulties in spelling arguments; 4) the main reasons of schoolchildrens spelling mistakes in Russian include the low motivation of school- children to develop literacy in written speech, interlanguage interference, insufficient amount of school hours on studying spelling material of the Russian language at school; 5) the literacy in Russian is less important than in English and Latvian in the value paradigm of schoolchildren. According to the new educational reform of Latvia (Skola2030), the number of Russian language lessons in schools for national minorities is significantly reduced. It is possible to predict a further decline in the level of spelling in schoolchildren in the coming years. Therefore, understanding objective orthographic difficulties encountered of bilingual schoolchildren open prospects for further exploration of effective orthography strategies in teaching the mother tongue to bilingual schoolchildren in a changing environment.
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Gavrilina, Margarita A. "Orthographic literacy of Russian-speaking schoolchildren in Latvia." Russian Language Studies 20, no. 1 (March 30, 2022): 101–14. http://dx.doi.org/10.22363/2618-8163-2022-20-1-101-114.
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The research is devoted to one of the current problems of speech development of Russian-speaking schoolchildren of the diaspora (grades 4, 6 and 9) - orthographic literacy and is intended to contribute to the research on this problem. The topicality of the problem is substantiated by the necessity to explore the issues related to the quality of written speech, including orthographic knowledge and skills in the Russian (native) language of bilingual schoolchildren living outside Russia. The topic has not been sufficiently studied. The aim of the research is to describe the orthographic literacy of Latvian Russian-speaking schoolchildren of grades 4, 6 and 9 in 2015-2021. The research is based on the analysis of written works of 11 938 schoolchildren that were developed by the author of the article and specia- lists of education and science of Latvia. The methods of research include comparative, statistical, focus-group discussion. The research results: 1) the level of orthographic literacy of Latvian Russian-speaking bilinguals remains low; 2) the same typical spelling mistakes are found in the speech of schoolchildren of all ages, but the mistakes rate depends on the bilingual education model; 3) schoolchildren have difficulties in spelling arguments; 4) the main reasons of schoolchildrens spelling mistakes in Russian include the low motivation of school- children to develop literacy in written speech, interlanguage interference, insufficient amount of school hours on studying spelling material of the Russian language at school; 5) the literacy in Russian is less important than in English and Latvian in the value paradigm of schoolchildren. According to the new educational reform of Latvia (Skola2030), the number of Russian language lessons in schools for national minorities is significantly reduced. It is possible to predict a further decline in the level of spelling in schoolchildren in the coming years. Therefore, understanding objective orthographic difficulties encountered of bilingual schoolchildren open prospects for further exploration of effective orthography strategies in teaching the mother tongue to bilingual schoolchildren in a changing environment.
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Breusova, Elena Ivanovna, and Ol'ga Viktorovna Rudneva. "Reflection of orthographocentrism in dictations as a form of input control." Litera, no. 2 (February 2022): 38–44. http://dx.doi.org/10.25136/2409-8698.2022.2.37512.
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This article is prepared at the intersection of several branches of science, reflecting one of the problems of Russian language teaching techniques through the prism of metalanguage consciousness of the native speakers. The subject of this research is the reflection of the signs of orthographocentrism in dictation as a form of control. The object is dictation as a form of control. The article aims to prove that dictation as a form of input control manifests orthographocentrism as one of the presumptions of metalanguage consciousness of the native speakers. The analysis of dictation results written by the first-year students of non-philological specialty in the beginning of the academic year, once again confirms that this type of control is only the spelling literacy level check of the students, rather than their communicative competencies. The main conclusions are as follows: dictation does not detect the level of formation of communication skills of the school graduates thar are essential for training and effective interaction in society overall. Dictation tests the level of orthographic (and punctuation) literacy. The analysis of dictations indicated that besides the familiar types of errors, they may contain incorrect spellings that are outside the traditional classification methods for teaching the Russian language. Spelling errors should be considered as communicative hindrances within the communication structure, since orthography as the language section can be presented in the communicative aspect. In this regard, the existing classifications of errors can be revised, so are the criteria and evaluation of students' written tests.
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Yadav, Manoj Kumar, and Meenakshi Sharma Yadav. "An Overview on the Impacts and Strategies of Morphology in English Language Teaching to the L2 Learners." International Journal of Language and Literary Studies 3, no. 1 (March 30, 2021): 262–70. http://dx.doi.org/10.36892/ijlls.v3i1.550.
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This article presents a scientific-discourse and overview systematically on the word-formation that how the impacts and strategies of morphology produce the significant enrolment in the productive-pedagogies to teach and enhance the different parameters and paradigms of vocabulary’s re-structure and lexicography. The determinations of researchers define and describe the mechanism of affix morphemes (derivational and inflectional) in the formation of new words with the complete lexical-semantic meaning and syntactic-structure, which are developed through the general morphological processes in the morphosyntax. This research attempt intends to specify the strategies, knowledge, and information employed by L2 students of tertiary level when they face new words while reading the texts. Even learners have a tendency to ignore a large amount of new vocabulary they encountered due to poor enhancement of the weak vocabulary awareness and immature and traditional pedagogical course policies at their schooling. They must beware of morphological misanalysis and false-etymology. Therefore, the article advocates instructors that L2 students to individual’s phonological awareness, knowledge of orthography (sound-symbol relationships, letter patterns and spelling regularities), knowledge of vocabulary, and visual memory skills. Learners are advised to aware of the enhancement of word theories and all kind of word formations and processes for their productive reading performances, creative writing drafts, figurative expressions and critical thinking lexicologically at the course level.
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Osunniran, Tajudeen Abodunrin. "Une Analyse Descriptive Des Erreurs D’orthographe Lexicale Dans L’interlangue D’apprenants Nigérians Du Français." UJAH: Unizik Journal of Arts and Humanities 22, no. 1 (July 8, 2021): 158–91. http://dx.doi.org/10.4314/ujah.v22i1.7.
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Cette étude se plonge dans l’interlangue d’un groupe d’apprenants nigérians de Français Langue Étrangère pour évaluer leur compétence en construction dans le domaine de l’orthographe lexicale. Cette compétence est évaluée par le biais des erreurs qui représentent des symptômes révélateurs des difficultés d’apprentissage et des points d’appui pour un enseignement meilleur. L’étude cherche dans un premier temps à expliquer les difficultés liées au processus d’apprentissage de l’orthographe lexicale et dans un deuxième temps à proférer des voies et moyens pour aider l’apprenant à mieux apprendre. Le corpus est constitué de productions écrites collectées auprès d’étudiants de première année de licence inscrits au cours de rédaction en français. Les résultats montrent que les types d’erreurs qui prédominent sont les erreurs liées aux accents, suivies des erreurs à dominante phonétique et des erreurs à dominante non-fonctionnelle. Par ailleurs, l’anglais, la langue seconde de ces apprenants, constitue la langue pourvoyeuse de la plus grande influence sur leur comportement orthographique. L’étude recommande que plus d’attention soit accordée à l’enseignement de l’orthographe lexicale dans les activités de classe de FLE au Nigéria.
This study focuses on the interlanguage of a group of Nigerian learners of French as a Foreign Language in order to assess their competence level in lexical spelling. This competence in phonographic encoding is measured through errors, which can be seen as symptoms showing learning difficulties and at the same as tools through which the learning process can be improved upon. Specifically, the study investigates the difficulties associated with learning of lexical spelling and suggest ways through which the learner can learn it better. Data for the study are elicited through written productions of first-year undergraduate students enrolled in a French Composition course. Results reveal that errors of diacritic marks predominate in the written productions of these students, followed by phonetic induced spelling errors and errors related to non-functional alphabetic letters. English, the second language of these learners, is the language with the greatest influence on their spelling behaviour. The study recommends that more attention should be accorded to the teaching of lexical orthography in French Language classroom activities in Nigeria.
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Asanova, Zera. "Compound adjectives in the linguistic works of the XX – XXI centuries (on the material Crimean Tatar language)." Litera, no. 12 (December 2021): 168–73. http://dx.doi.org/10.25136/2409-8698.2021.12.37031.
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This article is dedicated to the analysis of theoretical knowledge about compound adjectives in the Crimean Tatar language. The reviewed material allows determining the lacunae that serve as the basis for the study of compound adjectives. It is revealed that compound adjectives have not previously become the special subject of research; some information can be found in scientific works of the early XX century. Modern researchers outline the main methods of formation of compound adjectives, such as word composition and lexicaliziation of the phrase (sometimes combined with affixation); as well as determine compound adjectives with compositional and subordinating relations of the components.. The novelty of this work lies in carrying out a comprehensive analysis of the history of compound adjectives in the Crimean Tatar language. The conclusion is made that compound adjectives overall and their orthography in particular did not receive due attention in all grammars, which led to different interpretation of their spelling variations. Practical significance of this topic lies in the fact that the acquired results and materials can be used in the practice of teaching Crimean Tatar and other Turkic languages in secondary and higher schools.
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LANDERL, KARIN, and HEINZ WIMMER. "Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children." Applied Psycholinguistics 21, no. 2 (June 2000): 243–62. http://dx.doi.org/10.1017/s0142716400002058.
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A widely held assumption about dyslexia is that difficulties in accessing the constituent phonemes of the speech stream are responsible for specific reading and spelling difficulties. In consistent orthographies, however, the acquisition of accurate phonological recoding and phonemic awareness was found to pose much less difficulty than in English, and even dyslexic children were found to exhibit high levels of performance in phonemic segmentation (Wimmer, 1993). Nevertheless, using a rather complex phonological awareness and manipulation task (spoonerisms: MAN–HAT → HAN–MAT), Landerl, Wimmer, and Frith (1997) found support for the original position on phonological awareness deficit, as both German and English dyslexic children showed poor performance. In the present studies, the spoonerism responses of Landerl et al. were reanalyzed such that children were given credit for partially correct responses (e.g., a response of HAN for MAN–HAT). Such partially correct responses were taken to indicate full segmentation of both stimulus words at the onset–rime level. The effect of this rescoring was that the error rate dropped from 76% to 26% for the English dyslexic children and from 63% to 15% for the German dyslexic children. Even higher performance levels, although not perfect as for the age-matched control children, were found on a nonword spelling task in both groups. A second study examined the segmentation of consonant clusters in younger German dyslexic children and found performance levels of about 90% correct when memory problems were ruled out. We argue that, at least in the context of a consistent orthography (and a phonics-based teaching approach), deficits in phoneme awareness are only evident in the early stages of reading acquisition, whereas rapid naming and phonological memory deficits are more persistent in dyslexic children.
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Okoh, Harriet. "The English in Ghana: British, American or Hybrid English?" Studies in English Language Teaching 7, no. 2 (April 26, 2019): 174. http://dx.doi.org/10.22158/selt.v7n2p174.
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<p><em>As a result of colonization of the British, the English used in many African countries and for that matter Ghana, is the British standard variety. However, the English used in Ghana, appears to have been invaded by the American English. This poses a problem as both teachers and students especially at the senior high school level confuse themselves about which word or spelling is right and vice versa. This study thus seeks to investigate students’ awareness of this invasion, the extent of the invasion and also to ascertain which of the aspects of the language has been much influenced by the American variety. The underpinning framework for this study is Kachru’s (1985) concentric model to situate the type of English used in Ghana. A sample size of 100 Students of English Education Department of University of Education, Winneba was selected for the study. The data was a secondary one: a random collection of vocabulary. Test, interview and questionnaire were also employed to gather other related data for the study. Both qualitative and quantitative approaches were used to analyse the data with precedence on qualitative analysis and the findings were thematically presented. The results indicate that although students use both American and British English together, they have little knowledge about the differences between them, especially, with the vocabulary aspect. Students have fair knowledge about the differences between the two varieties as regards the orthography aspect. These findings have implications on the teaching of English language and on examination issues in the country. It also informs writers of various educational materials about what variety to use.</em></p>
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П. Е., Белоглазов,. "ON THE WORK OF THE INTERREGIONAL ROUND TABLE "THE MODERN KHAKASS LANGUAGE: PROBLEMS OF SPELLING AND FORMATION OF THE LEXICAL AND GRAMMATICAL STRUCTURE", DEDICATED TO THE 95TH ANNIVERSARY OF THE FAMOUS KHAKASS SCIENTIST, DOCTOR OF PHILOLOGY, VENEDIKT GRIGOREVICH KARPOV, WHO MADE A SIGNIFICANT CONTRIBUTION TO THE DEVELOPMENT OF KHAKASS LINGUISTICS." SCIENTIFIC REVIEW OF SAYANO-ALTAI, no. 3(35) (October 26, 2022): 85–88. http://dx.doi.org/10.52782/kril.2022.3.35.014.
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В статье описывается работа межрегионального круглого стола по проблемам орфографии и формирования лексико - грамматического строя хакасского языка, посвященного известному хакасскому ученому, доктору филологических наук В. Г. Карпову. Научное мероприятие, приуроченное к 95 - летнему юбилею тюрколога, было организовано сектором языка ХакНИИЯЛИ. Целями мероприятия были: освещение вклада в хакасское языкознание, тюркологию и подготовку специалистов известного хакасского ученого, доктора филологических наук Венедикта Григорьевича Карпова, обсуждение проблем орфографии хакасского и других сибирских тюркских языков, вопросов этноязыкового образования коренных народов Сибири в условиях билингвизма. Направлениями работы круглого стола стали: научное наследие доктора филологических наук В. Г. Карпова в тюркологии и его роль в развитии хакасского языкознания и подготовке педагогических кадров; проблемы орфографии хакасского языка на современном этапе его развития, их отражение в этноязыковом образовании; проблемы преподавания языков коренных народов Сибири в условиях билингвизма. Доклады были посвящены как непосредственно жизни и деятельности ученого, так и его трудам, некоторые выступления касались проблем тюркских и алтайских языков. По результатам работы круглого стола принята резолюция с рекомендациями, направленными на увековечивание научного и педагогического вклада юбиляра в хакасское языкознание, мировую тюркологию и подготовку специалистов. В работе также содержится историческая справка о жизни и творчестве ученого. The article describes the work of the Interregional Round Table on the Problems of Spelling and Formation of the Lexical and Grammatical Structure of the Khakass Language, dedicated to the famous Khakass scientist, Doctor of Philology, V. G. Karpov. The scientific event dedicated to the 95th anniversary of the Turkologist was organized by the Department of Language of Khakass Research Institute for Language, Literature, and History. The objectives of the event were as follows: coverage of the contribution to Khakass linguistics, Turkology, and training of specialists of the famous Khakass scientist, Doctor of Philology, Venedikt Grigorevich Karpov, discussion of the problems of spelling in Khakass and other Siberian Turkic languages, issues of ethno - linguistic education of the indigenous peoples of Siberia in the context of bilingualism. The focus areas of the Round Table were: the scientific heritage of Doctor of Philology V. G. Karpov in Turkology and his role in the development of Khakass linguistics and training of teaching staff; problems of Khakass orthography at the present stage of its development, their reflection in ethno - linguistic education; problems of teaching the languages of the indigenous peoples of Siberia in the context of bilingualism. The papers were devoted both directly to the life and work of the scientist and his works; some speeches concerned the problems of the Turkic and Altaic languages. According to the results of the Round Table, the Resolution was adopted with recommendations aimed at perpetuating the anniversary celebrant's scientific and pedagogical contribution to Khakass linguistics, world Turkology, and training of specialists. The work also contains historical information about the life and work of the scientist.
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Arfé, Barbara, and Tamara Zancato. "Language-Specific Effects in Response to Spelling Intervention in Italian and in English as an Additional Language." Journal of Learning Disabilities, April 3, 2021, 002221942110017. http://dx.doi.org/10.1177/00222194211001757.
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According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training should be equally effective for learning to spell in a shallow (Italian, native language) or an opaque (English, additional language) orthography. We tested this prediction by teaching 6- to 9-year-old Italian children to use multiletter spelling units to spell words in Italian and English. The children were trained on the spelling of Italian words containing orthographic difficulties that required switching from phoneme–grapheme spelling correspondences to larger grain size (multiletter) spelling units. In a stepped-wedge cluster randomized trial, 108 Italian children (ages 6–9 years) were assigned to the experimental spelling training or a waiting list condition. Their ability to spell the trained (Italian and English) word lists and to generalize the acquired knowledge to new (untrained) words was assessed. Similar learning effects were found in the two languages for the trained word lists. However, generalization of the acquired spelling knowledge to new words occurred only in English. The influence of language-specific factors on learning to spell could account for these findings.
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Vajta, Katharina. "Orthographe et éducation des citoyens dans les dictées françaises de Gouzien." French Cultural Studies, May 27, 2022, 095715582210929. http://dx.doi.org/10.1177/09571558221092954.
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Abstract Orthography and education of the citizens in texts for dictation by Gouzien. During the 19th century, dictation was probably the most current exercise in French schools and therefore the content of the texts dictated must not be neglected. Hence, we here intend to examine how they can contribute to constructing France, building national identity and forming citizenship during the first years of the French Third République. The first part of the study will give a historical background to the teaching of spelling. Then, we will present the theoretical and methodological frame of the study, before examining the double aim of dictation (to instruct and to educate) and the themes contributing to the discursive construction of the nation and the pupil’s education to citizenship, i.e. History, Homeland and National imaginary. Keywords Third Republic, citizen, education, teaching of French, national imaginary, nation, spelling.
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Олійник, С. П. "ІННОВАЦІЙНА ПЕДАГОГІЧНА ТЕХНОЛОГІЯ ФОРМУВАННЯ ПРАВОПИСНИХ НАВИЧОК У ПЕРШОКЛАСНИКІВ." Лінгвістичні дослідження, 2019, 308–14. http://dx.doi.org/10.34142/23127546.2019.50.37.
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The article describes an innovative pedagogical technology, the specificity of which is that the orthography skills are formed without learning spelling and punctuation rules by heart. The acquaintance of children with the “secrets” of the reproduction of oral speech in writing, the disclosure of the linguistic nature of spelling phenomena, taking into account the graphics of the Ukrainian language, necessitated the introduction of a generalized concept of orthograms at the stage of literacy teaching, as well as separate rules for the use of punctuation marks. The concept of orthography is introduced on the example of copying words that mean proper names. While explaining the orthogram, teachers are guided by the definition: an orthogram is a letter, a sign in a word, or a gap between words that have to be explained. At the beginning of the pre-ABC book period, it is expedient to use propaedeutic exercises throughout the whole period of literacy teaching. The second group of exercises consists of the ones designed to perform a support role, but which are directly related to the development of literacy skills. A fundamentally new methodical technique in achieving the positive results of introducing meaningful writing by the pattern is the use of a computer program. It provides an opportunity to implement an individual approach, to guarantee high enough cognitive activity of pupils and optimally use the training time. Requirements of the existing ABC books are taken into account in the process of selecting the didactic material for the computer program. The program includes tasks, designed according to the order of the letters studying. Letters, syllables, words, and sentences are used as didactic material. Consequently, the high efficiency of the developed and tested technology gives grounds to encourage primary school teachers to use this method in the process of first-graders’ literacy skills formation.
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Land, Sandra. "Automaticity in reading isiZulu." Reading & Writing 7, no. 1 (June 2, 2016). http://dx.doi.org/10.4102/rw.v7i1.90.
Full textAbstract:
Automaticity, or instant recognition of combinations of letters as units of language, is essential for proficient reading in any language. The article explores automaticity amongst competent adult first-language readers of isiZulu, and the factors associated with it or its opposite - active decoding. Whilst the transparent spelling patterns of isiZulu aid learner readers, some of its orthographical features may militate against their gaining automaticity. These features are agglutination; a conjoined writing system; comparatively long, complex words; and a high rate of recurring strings of particular letters. This implies that optimal strategies for teaching reading in orthographically opaque languages such as English should not be assumed to apply to languages with dissimilar orthographies.Keywords: Orthography; Eye movement; Reading; isiZulu