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Добірка наукової літератури з теми "Orthography"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 29 липня 2024

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Статті в журналах з теми "Orthography"

1

Roberts, David. "A tone orthography typology." Written Language and Literacy 14, no. 1 (February 17, 2011): 82–108. http://dx.doi.org/10.1075/wll.14.1.05rob.

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Discussions about tone orthography have long been hampered by imprecise terminology. This article aims to bring clarity by means of an explicit typology composed of six parameters. Each parameter is defined by a choice: domain, target, symbol, position, density, and depth. The orthographer assesses each typological aspect individually, while always bearing in mind that the six parameters together generate a complex matrix of responses. The result is a precise and informative character profile for any Roman script tone orthography. Keywords: typology; tone; orthography; orthographic depth

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2

Serrau, Vera, Cecilia Gunnarsson-Largy, and Pierre Largy. "The impact of the cognitive effects of L1 orthographic depth and morphological complexity on L2 French morphographic processing." Language, Interaction and Acquisition 14, no. 1 (October 27, 2023): 127–66. http://dx.doi.org/10.1075/lia.22013.ser.

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Abstract Orthographic depth has been shown to influence the default orthographic processing mechanisms. However, the question of the impact of L1 orthographic depth on the processing of L2 orthography is still open. Crucially, current studies on orthographic depth tend to focus on the processing of simple words and do not consider other factors that interact with orthographic depth, such as morphological complexity. Our study is a preliminary investigation of whether the processing of L2 written inflected words shows crosslinguistic cognitive transfer effects of L1 orthographic depth and L1 morphological complexity. We focus on homophonic vs. heterophonic French subject-verb agreement (arrive / arrivent [aʁiv] (‘arrives’ (3sg) / ‘arrive’ (3pl)) vs. part [paʁ] / partent [paʁt] (‘leaves’ (3sg) / ‘leave’ (3pl)) in two groups of experienced L2 French learners whose L1 is Spanish or Italian (both exhibiting shallow orthography and complex morphology) vs. English (exhibiting deep orthography and simple morphology). Results suggest that during the processing of L2 written inflected words, L2 learners whose L1 is morphologically complex with shallow orthography rely more on orthography-oriented morphological (sub-lexical) processing; whilst L2 learners whose L1 is morphologically simple with deep orthography rely more on phonology-oriented lexical processing.

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3

Jacobsen, Henrik Galberg. "Den normative ortografi og udtalen. Skitse til en typologi." Folia Scandinavica Posnaniensia 20, no. 1 (December 1, 2016): 41–50. http://dx.doi.org/10.1515/fsp-2016-0024.

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Abstract The paper deals with the relations between Danish pronunciation and the so-called ‘normative orthography’, i.e. the official Danish writing rules as laid down by the authorities in orthographic directives since 1889. The specific aim of the paper is to suggest a model for defining and describing the different kinds of normative orthography and their mutual relations. The criteria used for placing the orthographic rules in the model are (a) whether the rule is dependent on pronunciation or not, and (b) whether the resulting orthography (i.e. the prescribed letters) are linguistic signs (inflectional endings, morphemes) or non-signs. The model thus consists of four types of normative orthography, i.e. autonomous expression orthography (Danish: autonom udtryksortografi), autonomous content orthography (Danish: autonom indholdsortografi), mirrored expression orthography (Danish: spejlet udtryksortografi) and mirrored content orthography (Danish: spejlet indholdsortografi). Among these, mirrored expression orthography constitutes the core domain, followed by mirrored content orthography, which has been a growing domain after the 1889-directives, and autonomous content orthography, which is a potentially growing domain.

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4

Burkhardt, Jey Lingam, and Jürgen Martin Burkhardt. "Developing a unified orthography for Berawan." Written Language and Literacy 22, no. 2 (December 31, 2019): 280–306. http://dx.doi.org/10.1075/wll.00029.bur.

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Abstract Berawan is a small ethnic community, numbering fewer than 4,000 members, in the Malaysian state of Sarawak on Borneo Island. There are four language varieties; namely, Long Jegan (LJG), Batu Belah (BB), Long Teru (LTU) and Long Terawan (LTN). This paper describes the development of the preliminary unified Berawan orthography by the authors, in collaboration with representatives from three Berawan communities (BB, LTU and LJG). Smalley’s (1959, 1965) criteria for orthography development are discussed in relation to the authors’ stage framework for orthographic development, which has been adapted from Rempel (1995) within the context of developing the Berawan orthography and the orthographic decisions made by the Berawan. Two additional factors for orthography implementation are proposed. The first stresses the importance of adequate testing, which is essential for both obtaining objective measurements to inform decision making and establishing a well-designed and effective orthography. The second new factor emphasizes the importance of having sufficient time available to learn the developed orthography.

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5

van Putten, Marijn. "The Development of the Hijazi Orthography." Millennium 20, no. 1 (January 1, 2023): 107–28. http://dx.doi.org/10.1515/mill-2023-0007.

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Abstract This paper examines the main orthographic innovations of the early Islamic orthography in comparison to the Nabataean orthography and traces through new epigraphic evidence when and where these innovations came to be used. It is shown that a number of them clearly develop already in the pre-Islamic period. Besides this, the paper looks at the complexities of Arabic orthography and morphophonological spelling as it is reflected in the Quranic orthography as well as pre-Islamic inscriptions and argues that the early Islamic orthography represents the continuation of a developed Hijazi scribal tradition.

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6

Rustamovna, Abduraxmonova Umida. "Methods Of Orthographic And Grammatic Analysis Of Uzbek Writing." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 364–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-55.

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Orthography is a system of rules adopted to correctly express an idea through writing, which ensures that the idea is equally expressed both for the writer and for the reader. In the teaching of orthography, hearing and sight play an important role. In addition, factors such as logical thinking, memory, intelligence also play an important role in the formation of orthographic skills in students. These are those in which orthography creates a certain system in teaching, one complements the other. This article will give an idea of the methods of orthographic analysis.

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7

Georgiou, Georgios P. "How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests." Languages 6, no. 3 (July 11, 2021): 118. http://dx.doi.org/10.3390/languages6030118.

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Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.

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8

Choi, Jungsook. "Analysis of cases of orthographic misuse in college student writing and education on orthography." Research Society for the Korean Language Education 21 (April 30, 2024): 141–61. http://dx.doi.org/10.25022/jkler.2024.21.141.

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The purpose of this paper was to analyze cases of orthographic errors in texts written by students and discuss orthographic education methods. We examined the most frequent cases of students’ orthographic errors by dividing them into ‘spacing, spelling, and punctuation’. And it was confirmed through the secondary school curriculum that students' errors in orthography were due to insufficient education on orthography. In this paper, the writings written by students were analyzed by dividing them into 'spacing errors', 'spelling errors', and 'punctuation errors'. In addition, the secondary school curriculum was reviewed, and guidance measures for each case were presented for education on orthographic errors. Although this paper does not represent all of the writings of college students, it is expected that it will be able to provide the content of orthography education necessary for some students.

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9

Miller, Kimberly M., and Diane Swick. "Orthography Influences the Perception of Speech in Alexic Patients." Journal of Cognitive Neuroscience 15, no. 7 (October 1, 2003): 981–90. http://dx.doi.org/10.1162/089892903770007371.

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Interactive models of reading propose that phonological representations directly activate and/or constrain orthographic representations through feedback. These models also predict that spoken words should activate their orthographic forms. The effect of word orthography on auditory lexical access was investigated in two patients with alexia without agraphia. Several theories of alexia suggest that letter-by-letter reading results from impaired access to orthographic representations. Although alexics can often correctly identify orally spelled words and spell to dictation, it is unknown whether they can access the whole orthographic “word-form” as a unit via auditory presentation. The nonobligatory activation of orthography was examined in an auditory lexical decision task, in which the orthographic and phonological similarity between prime and target was manipulated. In controls, the combined effect of phonological and orthographic relatedness (OP) produced greater facilitation than phonological relatedness alone, indicating that orthography can influence auditory lexical decisions. The alexics displayed patterns of facilitation comparable to controls, suggesting they can quickly access whole-word orthographic information via the auditory modality. An alternate account posits that the OP advantage does not require on-line access of orthography, but instead is a developmental by-product of learning to read an orthographically inconsistent language. The results have implications for cognitive theories of alexia and provide support for interactive models of word recognition.

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10

Venckienė, Jurgita. "Orthography of books and their authors at the end of the 19th and the beginning of the 20th century." Lietuvių kalba, no. 15 (December 28, 2020): 1–15. http://dx.doi.org/10.15388/lk.2020.22451.

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During development of the Standard Lithuanian language at the end of the 19th century, the dialectal basis was chosen first, and the orthography varied yet for another twenty years. This article analyses the dual orthography – of books and personal orthography of their authors. The study is designed to find out whether the books published during that period reflect the orthographic model chosen by their authors; what factors, in addition to the author’s choice, may have influenced the orthography of the books.The influence of printers on the orthography of books during that period was smaller than before, as many authors did the proofreading themselves. Thus, printers were able to change the orthography in cases where books were printed without the author’s knowledge or consent, such as prayer books. If the author chose unusual, rare, or even self-invented characters, a limited inventory of prints could be a serious obstacle to keep their orthography in the book. As the case of Jonas Basanavičius shows, even when the author offered to finance the acquisition of the necessary prints, this was not necessarily done.At the end of the 19th century, books were published as supplements to periodicals. The editors of newspapers Ūkininkas and Tėvynės sargas adapted the orthography of such books to their periodicals. Under the terms of the press ban, it was often important for authors just to print a book, and the spelling model was chosen by the publisher. However, authors such as Basanavičius, who considered themselves the creators of the standard language, took care to present their chosen or created model of orthography in their books as well.As the cases of Liudvika Didžiulienė, Dominykas Tumėnas and Basanavičius show, two orthographic standards emerged during the research period: correspondence was written one way and books were printed another. Hence, it is not always possible to judge the orthographic model chosen by the authors in books published at the end of the 19th century and the early 20th century.

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Дисертації з теми "Orthography"

1

Zheltukhin, Alexander. "Orthographic codes and code-switching : a study in 16th century Swedish orthography /." Stockholm : Almqvist & Wiksell, 1996. http://catalogue.bnf.fr/ark:/12148/cb37164838m.

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2

Herring, Jon Russell. "Orthography and the lexicon." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439207.

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3

Tadich, Matthew A. "The orthography of mstislavovo evangelie /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433493.

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4

Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.

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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.

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5

Schlapp, Ursula. "Phonology and orthography in word recognition." Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235989.

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6

Erdener, Vahit Dogu, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The effect of auditory, visual and orthographic information on second language acquisition." THESIS_CAESS_PSY_Erdener_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/685.

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The current study investigates the effect of auditory and visual speech information and orthographic information on second/foreign language (L2) acquisition. To test this, native speakers of Turkish (a language with a transparent orthography) and native speakers of Australian English (a language with an opaque orthography) were exposed to Spanish (transparent orthography) and Irish (opaque orthography) legal non-word items in four experimental conditions: auditory-only, auditory-visual, auditory-orthographic, and auditory-visual-orthographic. On each trial, Turkish and Australian English speakers were asked to produce each Spanish and Irish legal non-words. In terms of phoneme errors it was found that Turkish participants generally made less errors in Spanish than their Australian counterparts, and visual speech information generally facilitated performance. Orthographic information had an overriding effect such that there was no visual advantage once it was provided. In the orthographic conditions, Turkish speakers performed better than their Australian English counterparts with Spanish items and worse with Irish terms. In terms of native speakers' ratings of participants' productions, it was found that orthographic input improved accent. Overall the results confirm findings that visual information enhances speech production in L2 and additionally show the facilitative effects of orthographic input in L2 acquisition as a function of orthographic depth. Inter-rater reliability measures revealed that the native speaker rating procedure may be prone to individual and socio-cultural influences that may stem from internal criteria for native accents. This suggests that native speaker ratings should be treated with caution.
Master of Arts (Hons)

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7

Hashabeiky, Forogh. "Persian Orthography : Modification or Changeover? (1850-2000)." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, : Uppsala University Library [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5784.

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8

Older, Lianne Jannice Elizabeth. "Morphology and orthography in the mental lexicon." Thesis, Birkbeck (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298189.

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9

Raman, Ilhan. "Single-word naming in a transparent alphabetic orthography." Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/6754/.

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The cognitive processes involved in single-word naming of the transparent Turkish orthography were examined in a series of nine naming experiments on adult native readers. In Experiment 1, a significant word frequency effect was observed when matched (i.e. on initial phoneme, letter length and number of syllables) high- and low-frequency words were presented for naming. However, no frequency effect was found in Experiment 2, when an equal number of matched (i.e. on initial phoneme, letter length and number of syllables) nonword fillers were mixed with the target words. A null frequency effect was also found in Experiment 3 when conditions were mixed-blocks, i.e. high- and low frequency were words presented in separate blocks mixed with an equal number of matched nonword fillers. Experiment 4 served the purpose of creating and validating nonwords (to be used in Experiments 5 and 6) that could be named as fast as high- and low-frequency words by manipulating the letter length of nonwords. A significant word frequency effect emerged with both the mixed-block design (Experiment 5) and mixed design (Experiment 6) when the nonword fillers matched the target words in speed of naming. Experiment 7, however, found no frequency effect when high- and low-frequency words were mixed with word fillers that were slower to be named (longer in length) than the target words. In Experiment 8, frequency was factorially manipulated with imageability (high vs. low) and level of skill (very skilled vs. skilled) which found significant main effects for word frequency and level of skill, and a significant 2-way interaction of skill by imageability and a significant 3-way interaction of skill by imageability by frequency. In Experiment 9, however, there was only a main effect for frequency when previously skilled readers performed on the same words used in Experiment 8. These findings suggest that whilst a lexical route dominates in naming the transparent Turkish orthography, an explanation that the readers shut down the operation of this route in the presence of nonword fillers is not entertained. Instead, the results suggest that both routes operate in naming, with the inclusion of filler stimuli and their “perceived difficulty” having an impact in the time criterion for articulation. Moreover, there are indications that a semantic route is involved in naming Turkish only when level of skill is taken into account. Implications of these findings for models of single-word naming are discussed.

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10

Patel, Tanya Kamroon. "Individual differences in learning to read in English and Dutch children." Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250620.

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Книги з теми "Orthography"

1

Kiraz, George Anton. Syriac orthography. Piscataway, NJ: Gorgias Press, 2012.

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2

Nunn, Anneke M. Dutch orthography. The Hague: Holland Academic Graphics, 1998.

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3

University of Malawi. Centre for Language Studies. Citumbuka orthography. Chileka, Malawi: University of Malawi, Centre for Language Studies, 2005.

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4

Luelsdorff, Philip. Developmental orthography. Amsterdam: J. Benjamins Pub. Co., 1991.

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5

Luelsdorff, Philip A., ed. Orthography and Phonology. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.

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6

Philip, Luelsdorff, ed. Orthography and phonology. Amsterdam: J. Benjamins Pub. Co., 1987.

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7

Luelsdorff, Philip A. Parameters of orthography. Berlin: Walter de Gruyter, 1991.

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8

Luelsdorff, Philip A. Principles of orthography. Berlin: Walter de Gruyter, 1990.

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9

Aye, Efiong U. Modern Efịk orthography. Calabar, Cross River State, Nigeria: Wusen Publishers, 2004.

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10

Board, Chichewa, ed. Chicheŵa orthography rules. [Zomba, Malawi]: The Board, 1990.

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Частини книг з теми "Orthography"

1

Luelsdorff, Philip A. "Orthographic Complexity and Orthography Acquisition." In Learning, Keeping and Using Language, 353–78. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.25lue.

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2

Cantino, Philip D., and Kevin de Queiroz**. "Orthography." In International Code of Phylogenetic Nomenclature (PhyloCode), 83–88. Version 6. | Boca Raton : CRC Press, 2020. | Ratified on January 20, 2019, by the Committee on Phylogenetic Nomenclature, of the International Society for Phylogenetic Nomenclature: CRC Press, 2020. http://dx.doi.org/10.1201/9780429446320-9.

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3

Hinchliffe, Ian, and Philip Holmes. "Orthography." In Swedish, 190–92. Third edition. | New York, NY : Routledge, 2020. | Series: Routledge essential grammars: Routledge, 2020. http://dx.doi.org/10.4324/9781315559131-15.

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4

Nwachukwu, P. Akụjụọobi. "Orthography." In Towards an Igbo Literary Standard, 16–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209553-3.

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5

Buszkowski, Wojciech, and Philip A. Luelsdorff. "2. A formal approach to error taxonomy." In Developmental Orthography, 19. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.51.05bus.

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6

Luelsdorff, Philip A., and E. Ann Eyland. "5. The complexity hypothesis and graphemic ambiguity." In Developmental Orthography, 69. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.51.08lue.

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7

Luelsdorff, Philip A., and E. Ann Eyland. "7. Psycholinguistic determinants of orthography acquisition." In Developmental Orthography, 109. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.51.10lue.

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8

Luelsdorff, Philip A., and E. Ann Eyland. "8. Developmental morphographemics." In Developmental Orthography, 135. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.51.11lue.

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9

Luelsdorff, Philip A., and E. Ann Eyland. "10. A psycholinguistic model of the bilingual speller." In Developmental Orthography, 187. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.51.13lue.

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10

Nuessel, Frank. "Deviant Orthography." In International Handbook of Semiotics, 291–301. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9404-6_12.

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Тези доповідей конференцій з теми "Orthography"

1

Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.

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2

Straupeniece, Daiga, and Normunds Dzintars. "Pupils’ Written Language in the Latvian Language and History State Examinations in Riga in 2021." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.50.

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The research examines pupils’ text creation skills in the Latvian language and history state examinations in 2021. It compares the quality of written language in two examination papers by 15 pupils. The statistical method has been used to evaluate the types of errors in orthography and syntax and establish the frequency of the use of the language means. Pupils’ skills in orthography vary. Only 4 examination papers in Latvian and history do not contain orthographic errors. Writing complex proper names and the use of macrons cause problems for pupils. Similarly, the skills of separate spelling of some words have been underdeveloped. Also, an unjustified lack of a letter or unjustified use of it can be observed. Pupils pay more attention to orthography in the Latvian language examination. Pupils’ skills in syntax are also varied. Syntactical means used in text creation are uniform. In the Latvian language examination papers, 143 instances when coordinated parts of sentence were used have been registered; 78 such instances have been registered in the history examination. In both examinations, a connection of two coordinated parts with the conjunction un ‘and’ was used most frequently, with 78 cases in Latvian and 32 in history. Also, the participial clause, including the undeclinable participle with the suffix -ot and auslaut -oties, was dominant (60% in history, 40% in Latvian). In the third part of the Latvian language examination, insertions were used more often than in the history examination, 63% and 37%, respectively. Other syntactic means were rarely used. It can be concluded that there are no significant differences in the types of orthographic and punctuation errors in the Latvian language and history examination papers; the differences are visible in the choice of language means and their quantity.

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3

Angelov, Krasimir. "Orthography Engineering in Grammatical Framework." In Proceedings of the Grammar Engineering Across Frameworks (GEAF) 2015 Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3305.

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4

Adam, Gabriela‑Violeta. "Romanian toponymy in Szabó T. Attila’s works. Solnoc-Dăbâca county. I. Vocalism." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/29.

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The Magyarization of Romanian toponymy in historical Transylvania was achieved in three different ways: 1) adapting the onomastic material to the Hungarian orthographic and phonetic system; 2) translating the toponymic items; 3) adopting the specific Hungarian morphosyntactic rules. The Magyarization of microtoponymy did not have repercussions on the morphosyntactic and lexical levels; the adoption of Hungarian orthography ensured only the formal assimilation of the toponyms. The Hungarian orthographic principles and norms, used inconsistently, reflect numerous oscillating contexts in which the sounds ă, î, u have as graphic correspondents both labial and non-labial vowels. The Magyarization of Romanian toponymy in historical Transylvania did not obscure specific dialectal features, which highlight important information on the age and strata of populations and the relationships among them

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5

Smirnov, Yury V. "Typing circumflexes in search box in multilingual digital dictionaries (as exemplified by the digital abbreviation dictionary and 25 European languages)2." In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-101-104.

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Entering circumflexes which are lacking on Russian and English language keyboard traditionally used in Russia is rather incovenient. As the example, the interface of digital abbreviation dictionary comprising 25 languages is described; the additional symbol bar is used for the purpose. Special attention is given to the features of the Modern Greek language where, along with circumflex input problem, the problems of orthography (two literary forms in use, orthographic complexities) are faced. The solution as appears in the abbreviations digital dictionary is presented. The author concludes that user-friendly solution for entering lacking symbols has to be found.

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6

Kozmács, István, and Ildikó Vančo. "PROBLEMS OF ORTHOGRAPHY AND READING COMPREHENSION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0584.

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7

Saadane, Houda, and Nizar Habash. "A Conventional Orthography for Algerian Arabic." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3208.

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8

Tseng, Yu-Hsiang, and Shu-Kai Hsieh. "Eigencharacter: An Embedding of Chinese Character Orthography." In Proceedings of the Beyond Vision and LANguage: inTEgrating Real-world kNowledge (LANTERN). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-6404.

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9

Buckwalter, Tim. "Issues in Arabic orthography and morphology analysis." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1621804.1621813.

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10

Nicolai, Garrett, and Grzegorz Kondrak. "English orthography is not "close to optimal"." In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/n15-1056.

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Звіти організацій з теми "Orthography"

1

Kanatani, Ken-Ichi. Analysis of Structure and Motion from Optical Flow. Part 1. Orthographic Projection. Revision. Fort Belvoir, VA: Defense Technical Information Center, June 1985. http://dx.doi.org/10.21236/ada171612.

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2

Dukart, Carla. A Comparison of Speech Intelligibility Measures between Unsophisticated Listener Judgements and Orthographic Transcription. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7130.

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3

Mowe, Kristi. Comparison of Intelligibility Estimation and Orthographic Transcription Methods by Preprofessional Speech-Language Pathologists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7262.

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4

Sugarman, Nancy. A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6659.

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