Search results

1

Vokalická kvantita v rukopise T Starých letopisů českých

100%

Černá A. M.

Listy filologické (Folia philologica)

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2015

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vol. 138

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issue 3-4

269-298

EN

The text manuscript T of the Staré letopisy české (end of the 16th century) provides a rich material for the vocalic quantity research, as the vocalic quantity occurrence is often, however not systematically, marked with either a diacritical mark or a geminate here. This quantity differs both from the quantity that supposedly occurred in the Old-Czech period as well as from the quantity in the current standard Czech. It is necessary to decide whether the quantity under consideration does not reflect a certain language state in which case it needs to be considered as an error or a copyist’s quirk, or it needs to be considered as a relevant language feature reflecting on e.g. a dialect or a spoken form of a language. We compared the nonstandard quantity with the examples which are dealt with in scarce scholarly literature on this matter and in the editor’s commentaries of published works or, eventually, those which occur in other contemporary works. In some cases, the marked quantity occurred in almost all compared sources, such as lengthening of the imperative forms before -j (smilujte [have mercy!]), shortening in the suffixes of the adjectival paradigm (božského [godlike]), a short suffix in the instrumental, singular, feminine i- and ja-stem forms (s lsti, s duši [with a ruse, with a soul]), etc. The occurrence of the marked (nonstandard) quantity in various texts supports the claim that such vocalic quantity cannot be omitted and normalized due to the Old-Czech or New-Czech quantity, e.g. on the editor’s elaboration of the written piece of work.

2

Homogeniczność pisowni i znaczenia pojęć w międzynarodowych kursach e-learningowych

100%

Bytniewski A., Hernes M.

e-mentor

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2013

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issue 1 (48)

47-51

EN

The paper presents a problem of homogeneity, both spelling and semantics, of terms used in e-learning courses elaborated by international teams. The influence of non-homogeneity on the courses elaborating process is presented at the first part of article. Next, the rules and the tools for getting homogeneity of spelling and semantics of terms, are discussed.

3

Spelling and punctuation efficiency of first and second grade students of primary school. Evaluation of rewritten texts

100%

Horodecka A.

Logopedia

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2016

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vol. 45 EN

35-50

EN

This article presents the results of studies aimed at assessing the efficiency of spelling and punctuation among primary school students of first and second grade. The research materials were derived from empirical research conducted by A. Domagała and U. Mirecka, used in terms of efficiency in the graphomotor monograph entitled Grafomotoryka u dzieci w wieku 7–13 lat (2010). For the purpose of this study the author has analyzed the available materials – 200 texts in total, obtained from the students (two samples from each child). In this case, the study was conducted on a group of 100 students (50 children from each level of education, equal groups of girls and boys). Analysis of the gathered materials allowed the identification of the spelling level of each student as well as the entire population, within the typology of errors in writing and after making characteristics of the comparative performance of students with level of education and gender of the tested subjects. As a result, the scale of writing problems of students in grades I–II of primary school was shown, achieved on the basis of the rewritten texts. The results of this study indicate a higher level of writing skills in girls and less severe errors in attempts to rewrite the texts in second grade pupils.

4

The relationship between pitch discrimination and Romanian students’ spelling performance

88%

Dolean D. D.

Psychology of Language and Communication

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2013

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vol. 17

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issue 3

233-240

EN

Previous studies have shown that music can have a positive impact on phonological awareness and on foreign language acquisition. The present research investigates specifically the role of pitch discrimination ability in native and foreign language spelling performance. Two groups of elementary school children were selected based on their pitch discrimination abilities (high and low). Their spelling performance in their native and a foreign (fictional) language was assessed. The results indicate that pitch discrimination ability can be linked to spelling ability in both the native and a foreign language. They also suggest that studying a musical instrument might predict enhanced spelling performance ability

5

Associations between music education, intelligence, and spelling ability in elementary school

88%

Hille K., Gust K., Bitz U., Kammer T.

Advances in Cognitive Psychology

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2011

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vol. 7

1-6

EN

Musical education has a beneficial effect on higher cognitive functions, but questions arise whether associations between music lessons and cognitive abilities are specific to a domain or general. We tested 194 boys in Grade 3 by measuring reading and spelling performance, non verbal intelligence and asked parents about musical activities since preschool. Questionnaire data showed that 53% of the boys had learned to play a musical instrument. Intelligence was higher for boys playing an instrument (p< .001). To control for unspecific effects we excluded families without instruments. The effect on intelligence remained (p< .05). Furthermore, boys playing an instrument showed better performance in spelling compared to the boys who were not playing, despite family members with instruments (p< .01). This effect was observed independently of IQ. Our findings suggest an association between music education and general cognitive ability as well as a specific language link.

6

Back to Orthoepia – Spelling in Pronunciation Instruction: “Words Commonly Mispronounced” by Learners of Six L1s

88%

Nowacka M. A., University of Rzeszow R., martha.nowacka@gmail.com

Research in Language

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2018

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vol. 16

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issue 4

EN

This is a continuation of Nowacka’s (2016) study on the importance of local and global errors and spelling in pronunciation instruction. Unlike in the previous research that focused on the performance of Polish learners only, respondents of six different nationalities are included, in search of some cross-national universals or absence of them. This study seeks to answer the following questions: whether there is a need to focus on spelling in a pronunciation course with learners representing six different L1s and if this is the case which graphophonemic / phonotactic rules of English should be explicitly taught to all of these learners and which ones might be L1 specific only. The intention is also to empirically confirm the existence of local errors in the performance of around 240 speakers and 50 more listeners, constituting 291 listeners of six nationalities (Kazakh, Malaysian, Polish, Turkish, Tajik and Ukrainian) and to confirm the usefulness of memorizing Sobkowiak’s (1996) ‘Words Commonly Mispronounced’ even for learners of different L1s.

7

Wariantywność pisowniowa frazeologizmów we współczesnych słownikach jednojęzycznych

88%

Awramiuk E.

Białostockie Archiwum Językowe

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2016

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vol. 16

EN

The article discusses spelling and punctuation variants of Polish phrases in contemporary Polish dictionaries. Spelling variants of idioms with regard to capital/lowercase spelling, most of all, results from progressing desemantization of original meanings. Examples excerpted from lexicographical sources prove that units whose meaning is not identical are usually written down in two variants, e.g. pyrrhic/Pyrrhic victory. Variants aremuch more frequently connected with a diversifiedmanner of recording a given unit in different lexicographical sources. Every dictionary provides one way of spelling of a given compound but consulting various dictionaries proves the existence of more than one variant.

8

Back to Orthoepia – Spelling in Pronunciation Instruction: “Words Commonly Mispronounced” by Learners of Six L1s

88%

Nowacka M. A.

Research in Language

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2018

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vol. 16

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issue 4

451-470

EN

This is a continuation of Nowacka’s (2016) study on the importance of local and global errors and spelling in pronunciation instruction. Unlike in the previous research that focused on the performance of Polish learners only, respondents of six different nationalities are included, in search of some cross-national universals or absence of them. This study seeks to answer the following questions: whether there is a need to focus on spelling in a pronunciation course with learners representing six different L1s and if this is the case which graphophonemic / phonotactic rules of English should be explicitly taught to all of these learners and which ones might be L1 specific only. The intention is also to empirically confirm the existence of local errors in the performance of around 240 speakers and 50 more listeners, constituting 291 listeners of six nationalities (Kazakh, Malaysian, Polish, Turkish, Tajik and Ukrainian) and to confirm the usefulness of memorizing Sobkowiak’s (1996) ‘Words Commonly Mispronounced’ even for learners of different L1s.

9

Irish Influence in the Consonantal Spellings of Old English

88%

White D. L.

Anglica. An International Journal of English Studies

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2017

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issue 26/2

5-23

XX

The consonantal spellings of Old English (OE) were significantly influenced by the consonantal spellings of Old Irish (OI). 1) vs. (post-vocalic) : though OE did not have a distinction between /θ/ and /ð/, OI did, spelling this as vs. (postvocalic) . 2) vs. : though OE did not have a distinction between /h/ and /x/, OI did, spelling the latter as . 3) and : both spellings appear to be from Irish. 4) : spellings of the “mixed voice” type, including “cg”, occur in OI, where they can spell either single or geminate voiced plosives. 5) (and ): almost certainly in final position in OE represent singles, not geminates, as they can in OI. 6) Spelling rules referring to post-vocalic position: all cases show OE spelling having had, like OI spelling, rules referring to post-vocalic position, which appear to be additionally evidenced by “illogical doubling” in Northumbrian. 7) The meaning of before front Vs: in OE spelling as in OI spelling, but not as in Roman Latin spelling, before front Vs spells a palatal approximant rather than a palatal affricate. The overall conclusion is that the OE spelling system was developed by Irish missionary linguists.

10

Diversity between Panels of the Franks Casket – Spelling and Runic Paleography

88%

Sobol H.

Anglica. An International Journal of English Studies

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2017

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issue 26/2

25-36

XX

The Franks Casket, a small whalebone box from about 700 AD, contains 59 Old English words inscribed in runes. Systematic diff erences between its panels have never called into question the standard procedure of explaining one panel basing on the others. The present paper aims at a re-examination of the validity of this approach. The panels show a large enough diff erentiation of spelling and paleographical features to exclude the possibility of a single author for the whole Casket.

11

El uso de la coma en las estructuras explicativas y especificativas: un estudio contrastivo espanol-polaco

88%

Pawlak A.

Studia Iberystyczne

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2012

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vol. 11

135-145

EN

The objective of the article is to present the use of the comma with the incidental clauses which in Spanish are distinguished by their function in explicativas and especificativas. Considering syntactic constructions such as nominal appositions or adjectival subordinate clauses, the basic rules of punctuation established for these structures in both languages have been set out. Besides of the analogues uses ofthe comma, the oppositeor different uses of the comma have been also distinguished and they can be a source of incorrect spelling, due to the negative interference by the Polish language.

12

Pisownia a wymowa polska w perspektywie historycznej

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Dunaj B., Mycawka M.

Język Polski

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2015

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vol. 95

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issue 5

397-405

PL

Celem artykułu jest ustalenie wzajemnego oddziaływania polskiej ortografii i wymowy w rozwoju historycznym. W pierwszym okresie rozwoju polskiego piśmiennictwa (do poł. XVI w.) ortografię polską dostosowywano stopniowo do wymowy. Stabilizacja ortografii spowodowała, że w następnych stuleciach różnice pomiędzy wymową a ortografią zwiększały się. Ortografia wpływała niekiedy na zahamowanie niektórych procesów fonetycznych.

EN

The aim of the article is to define the mutual influence between spelling and pronunciation in the historical development of Polish. At the initial stages of the development of Polish writing (until the middle of the 16th century), spelling was gradually adapted to reflect pronunciation. In later periods, the stabilization of the spelling system resulted in growing differences between pronunciation and spelling. On occasion, the stable spelling system restrained phonetic processes.

13

Parkosz, Unicode i Junicode

75%

Bień J.

Poradnik Językowy

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2023

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vol. 804

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issue 5

80-92

EN

Jakub Parkosz, also known as Parkoszowic, is the author of the first proposal of Polish spelling. In order to account for all the phonemes of Polish, some new letters were proposed. As his proposal was not widely accepted, the letters have not become available with the standard fonts, which makes it difficult to quote and discuss the proposal. Fortunately, the letters have recently been added to the Junicode font by its creator, Peter Baker.

14

Czy można sprawdzić wiedzę egzaminatorów języka polskiego dotyczącą ortografii i interpunkcji?

75%

Hącia A.

Edukacja

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2013

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issue 2(122)

100–125

PL

Niniejszy artykuł – jako pierwszy z trzech – stanowi opis wyników badania, któremu została poddana 60-osobowa grupa egzaminatorów języka polskiego, współpracujących z jedną z okręgowych komisji egzaminacyjnych. Badanie dotyczyło znajomości wybranych zasad poprawnościowych języka polskiego oraz sposobu oceny kompetencji językowych uczniów gimnazjum na podstawie ich wypracowań. Wykazało, że stopień znajomości kompetencji ortograficzno-interpunkcyjnych egzaminatorów jest niezadowalający. Ze względu na dużą wagę problemu (od poziomu kompetencji nauczycieli zależy poziom umiejętności uczniów; wiedza egzaminatorów wpływa na wyniki egzaminacyjne uczniów) konieczne jest rozpoczęcie działań naprawczych – we współpracy środowisk szkolnych i akademickich.

EN

This article is first of three describing a study of a group of 60 Polish language examiners working for a regional examination committee. The study concerned familiarity with chosen principles of the Polish language and methods to assess the language skills of middle school students based on their written work. The study revealed that examiners knowledge of the rules of spelling and punctuation was not satisfactory. Owing to the large scale of the problem and since students depend on teachers’ competence in these skills to pass examinations, there is a need to take remedial action requiring cooperation at school and university levels.

15

On (non-)adherence to the Transcription Rules of Russian (on the Example of the Texts of Stanisław Michalkiewicz)

75%

Dzienisiewicz D.

Slavia Orientalis

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2019

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vol. LXVIII

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issue 1

16

Development of Metalinguistic Awareness in EFL Vocabulary and Spelling: A Longitudinal Case Study of a Child and Adult with Dyslexia

75%

Kałdonek-Crnjaković A.

Anglica. An International Journal of English Studies

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2021

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issue 30(2)

127-144

EN

This longitudinal case study aimed at investigating the development of metalin- guistic awareness in EFL spelling and vocabulary in two Croatian learners with dyslexia who differed in age and language proficiency – a child and an adult. They attended weekly sessions that aimed at improving their English spelling and vocabulary. The data were collected for 45 weeks using the teacher’s notes and audio-recorded lesson observations. The results showed that the participants developed their metalinguistic skills; however, the age and language proficiency factor was salient. Also, the metacognitive component of the instruction had a different effect on the development of metalinguistic skills in spelling and vocabulary acquisition. Pedagogical implications are discussed.

17

Pronuncia e grafia tra L1 e L2: alcune considerazioni sugli errori ortografici di studenti slovenofoni

63%

Bažec H.

Italica Wratislaviensia

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2019

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issue 10.1

11-29

EN

This paper proposes a model for the analysis of spelling mistakes that Slovene speakers make in written production in Italian as FL/L2. This model is based on a grid produced by other authors and adapted for the specific needs of the present research. The grid comprises four categories: phonological errors, non-phonological errors, phonetic errors, and punctuation errors. Each category is further divided into sub-categories. The aim of the research is to discover which category yields more errors and what their origin is, in order to propose scientific bases for improvements in teaching Italian to Slovene students. The conclusion is that students and teachers have to deal with first-language interference as well as negative transfer from English as FL/L2, another foreign language that students acquire, and universal strategies comprising generalisation, simplification, and regularisation.

IT

Il presente articolo propone un modello per l’analisi di errori ortografici che L1 sloveni commettono nella produzione scritta in italiano L2/LS. Questo modello si basa su una griglia ideata da altri autori e adattata alle esigenze specifiche della ricerca presentata in questo contributo. La griglia comprende quattro categorie: errori fonologici, non fonologici, fonetici e di interpunzione. Ogni categoria è ulteriormente suddivisa in sottocategorie. L’obiettivo del presente contributo è scoprire quale categoria sia la più rappresentata e quale sia l’origine per proporre delle basi scientifiche sulle quali si potrà migliorare l’insegnamento dell’italiano a slovenofoni. La conclusione è che gli apprendenti e i docenti si devono confrontare con l’interferenza dalla L1, con il transfer negativo dall’inglese L2/LS e con le strategie universali comprendenti la generalizzazione, la semplificazione e la regolarizzazione.

18

Kvantitativní analýza ortografické variability v Korpusu rané anglické korespondence

63%

Tichý O.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2018

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vol. 9

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issue Special Issue 2018

27-41

EN

The paper explores trends in spelling variation as reflected in Early English correspondence (15th–17th c.) on the material of the Corpus of Early English Correspondence (CEEC). Overall change in spelling variation has so far been commented on only in relatively general terms and never on quantitative grounds. There is, of course, no doubt about the general direction of the change (towards greater standardization, though not in a straightforward manner) and its basic characteristics, such as its slower pace in private documents compared to the spelling of professional publications, but the data to support the assertions as well as precise definitions of spelling variation or regularisation have not yet been, to our knowledge, provided. This paper introduces a novel methodology for the quantification of spelling variation and regularity, which allows a more objective assessment of its change and which also makes use of the metadata provided by the CEEC: such as gender, letter authenticity or relationship/kinship between the author and the recipient. The paper explores interactions of such variables from the diachronic perspective using quantified levels of spelling regularity. The measure introduced for this purpose is based on weighted information (Shannon) entropy, as a measure of predictability of spellings of individual functionally defined types, and its calculation is partly based on the morphological tagging of the parsed version of the Corpus.

19

L’impact des déviances phonétiques et phonologiques sur la traduction orthographique des noms mundang

63%

Mairama R.

Translationes

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2011

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vol. 3

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issue 1

FR

Le nom est une marque de l’identité culturelle à travers laquelle les individus sont repérés et localisés dans la société. Les racines du nom sont culturelles, anthropologiques et historiques. Les noms révèlent les traditions de chaque peuple. Ainsi, nous étudierons les noms chez les Mundang, qui, en plus d’être une source de l’histoire, sont porteurs de significations qui révèlent les réalités socioculturelles. Si l’onomastique étudie les noms propres, la sociolinguistique quant à elle permet d’appréhender le nom dans toutes ses dimensions (sociologique, anthropologique, ethnologique). Au XXe siècle, le contact des peuples influence fortement la culture mundang, qui a perdu son originalité. Une étude descriptive permet de mettre en évidence les déviances phonétiques et orthographiques dont ces noms font l’objet.

EN

Names are indexical markers of sociocultural identify through which individuals can be singled out or identified in society. The origin of names is cultural, anthropological and historical. Names embody the customs and traditions of the people of a given locality. This holds true for the names of the Mundang people that constitute the case study of this research endeavour. The name, apart from being a source of history, also reflects sociocultural realities. While onomastics studies proper names, sociolinguistics enables researchers to study nouns in all dimensions (sociological, anthropological and ethnological). In the 20th century, contacts with other peoples seriously influenced the Mundang culture, which has lost its originality. This observation motivated us to carry a descriptive study of these names in order to shed light on the phonetic and graphological modifications they undergo.

20

Ortografia nie do wiary. Wątpliwe bluźnierstwo i bóg

63%

Tramer M.

Acta Universitatis Lodziensis. Folia Litteraria Polonica

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2022

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vol. 64

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issue 1

369-377

EN

After Władysław Broniewski’s death, Mieczysław Grydzewski focussed on, in his opinion, the controversial spelling of the word “bóg” (god) in the poem Zagłębie Dąbrowskie with which Polish readers were very much familiar. The poet stated his non-religious views long before his début. Throughout his literary career he consistently applied the all-lower case spelling of the word “bóg” (god). His motivation was not to act against the established principles but despite the spelling rules that existed in Polish. His intention was not to be blasphemous but to exclude himself from the oppressive principle that considered the existence of a monotheistic “god” as something certain and indisputable. In the years after the watershed year of 1989 some editors and researchers even considered Broniewski’s spelling of the word as something imposed by the Stalinist and communist censorship and thus tried to amend it.

PL

Po śmierci Władysława Broniewskiego Mieczysław Grydzewski zwrócił uwagę na, jego zdaniem, kontrowersyjny zapis słowa „bóg” w bardzo dobrze znanym polskiemu czytelnikowi wierszu Zagłębie Dąbrowskie. Laickie poglądy poeta deklarował na długo przed debiutem. Przez cały okres swojej działalności literackiej konsekwentnie stosował zapis korzystający z małej litery w pisowni słowa „bóg”. Nie czynił tego wbrew regułom, lecz pomimo zasad przyjętych przez polską ortografię. Zamiarem nie było bluźnierstwo, lecz wyłączenie się z opresywnej reguły uznający istnienie monoteistycznego „boga” jako bezdyskusyjny pewnik. Po przełomie 1989 roku część edytorów i badaczy uznała nawet stosowany przez Broniewskiego zapis jako wymuszony przez stalinowską i peerelowską cenzurę i starała się dokonać korekty.

Refine search results

Vokalická kvantita v rukopise T Starých letopisů českých

Homogeniczność pisowni i znaczenia pojęć w międzynarodowych kursach e-learningowych

Spelling and punctuation efficiency of first and second grade students of primary school. Evaluation of rewritten texts

The relationship between pitch discrimination and Romanian students’ spelling performance

Associations between music education, intelligence, and spelling ability in elementary school

Back to Orthoepia – Spelling in Pronunciation Instruction: “Words Commonly Mispronounced” by Learners of Six L1s

Wariantywność pisowniowa frazeologizmów we współczesnych słownikach jednojęzycznych

Back to Orthoepia – Spelling in Pronunciation Instruction: “Words Commonly Mispronounced” by Learners of Six L1s

Irish Influence in the Consonantal Spellings of Old English

Diversity between Panels of the Franks Casket – Spelling and Runic Paleography

El uso de la coma en las estructuras explicativas y especificativas: un estudio contrastivo espanol-polaco

Pisownia a wymowa polska w perspektywie historycznej

Parkosz, Unicode i Junicode

Czy można sprawdzić wiedzę egzaminatorów języka polskiego dotyczącą ortografii i interpunkcji?

On (non-)adherence to the Transcription Rules of Russian (on the Example of the Texts of Stanisław Michalkiewicz)

Development of Metalinguistic Awareness in EFL Vocabulary and Spelling: A Longitudinal Case Study of a Child and Adult with Dyslexia

Pronuncia e grafia tra L1 e L2: alcune considerazioni sugli errori ortografici di studenti slovenofoni

Kvantitativní analýza ortografické variability v Korpusu rané anglické korespondence

L’impact des déviances phonétiques et phonologiques sur la traduction orthographique des noms mundang

Ortografia nie do wiary. Wątpliwe bluźnierstwo i bóg