Written Language and Literacy最新文献_第6页

e ubiity of polygray and its significan for e typology of iti systems 聚灰色的普遍性及其对iti系统类型的意义

IF 0.3

Written Language and Literacy Pub Date : 2021-12-31 DOI: 10.1075/wll.00052.ost

Sven Osterkamp, Gordian Schreiber

引用次数: 0

Brahmi’s children 婆罗米语的孩子

IF 0.3

Written Language and Literacy Pub Date : 2021-12-31 DOI: 10.1075/wll.00057.gna

A. Gnanadesikan

引用次数: 1

Spelling patterns of plural marking and learning trajectories in French taught as a foreign language 法语教学中复数标记的拼写模式及学习轨迹

IF 0.3

Written Language and Literacy Pub Date : 2021-12-10 DOI: 10.1075/wll.00048.wet

Constanze Weth, S. Ugen, M. Fayol, Natalia Bîlici

{"title":"Spelling patterns of plural marking and learning trajectories in French taught as a foreign language","authors":"Constanze Weth, S. Ugen, M. Fayol, Natalia Bîlici","doi":"10.1075/wll.00048.wet","DOIUrl":"https://doi.org/10.1075/wll.00048.wet","url":null,"abstract":"\u0000 Although French plural spelling has been studied extensively, the complexity of factors affecting the learning of\u0000 French plural spelling are not yet fully explained, namely on the level of adjectival and verbal plural. This study investigates\u0000 spelling profiles of French plural markers of 228 multilingual grade 5 pupils with French taught as a foreign language.\u0000 Three analyses on the learner performances of plural spelling in nouns, verbs and pre- and postnominal attributive\u0000 adjectives were conducted (1) to detect the pupils’ spelling profiles of plural marking on the basis of the performances in the\u0000 pretest, (2) to test the profiles against two psycholinguistic theories, and (3) to evaluate the impact of the training on each\u0000 spelling profile in the posttest.\u0000 The first analysis confirms the existing literature that pupils’ learning of French plural is not random but\u0000 ordered and emphasizes the role of the position for adjectives (pre- or postnominal) on correct plural spelling. The second\u0000 analysis reveals the theoretical difficulties of predicting spelling of adjectival and verbal plural. The third analysis shows\u0000 that strong and poor spellers both benefit from a morphosyntactic training and provides transparency and traceability of the\u0000 learning trajectories.\u0000 Together, the descriptive analyses reveal clear patterns of intra-individual spelling profiles. They point to a\u0000 need for further research in those areas that have empirically provided the most inconsistent results to date and that are not\u0000 supported by the theories: verbs and adjectives.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"61 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89180328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The impact of analogical effects and social factors on the spelling of partially homophonous verb forms in informal social media writing 非正式社交媒体写作中类比效应和社会因素对部分同音动词形式拼写的影响

IF 0.3

Written Language and Literacy Pub Date : 2021-12-10 DOI: 10.1075/wll.00046.sur

Hanne Surkyn, R. Vandekerckhove, D. Sandra

引用次数: 1

Hebrew script for Jewish languages 犹太语言的希伯来文字

IF 0.3

Written Language and Literacy Pub Date : 2021-12-10 DOI: 10.1075/wll.00050.dan

P. Daniels

{"title":"Hebrew script for Jewish languages","authors":"P. Daniels","doi":"10.1075/wll.00050.dan","DOIUrl":"https://doi.org/10.1075/wll.00050.dan","url":null,"abstract":"\u0000That “script follows religion” is well known. Missionary activities by Christian, Manichaean and Islamic, and Buddhist and Hindu proselytizers brought literacy, in alphabetic, abjadic, and abugidic scripts respectively, to previously non-literate communities in Europe, Asia and Africa, and South and Southeast Asia respectively. Judaism, however, did not proselytize; instead, it “wandered,” bringing Jewish communities throughout Europe and a good part of Asia, to lands that were already literate thanks to those earlier missionaries. Jewish languages emerged when diaspora communities adopted vernaculars altered on the basis of the culture-languages Hebrew and Aramaic. Such communities treasured their Hebrew and Aramaic literacies and often wrote the vernaculars using Hebrew script.\u0000The Hebrew letters denote consonants only, but the Jewish languages usually have more than 22 consonants and a number of vowels. Medieval Hebrew scholars devised vowels marks, used almost exclusively in sacred texts, but most Jewish languages barely use them. Unlike the other missionary scripts, Hebrew-script orthographies were often influenced by the indigenous orthographies they encountered.\u0000Exploring those influences needs an abbreviated account of the development of Hebrew orthography from its second-millennium bce forebears. A few examples follow of the adaptations of Hebrew script to Jewish languages, and various commonalities are found among such adaptations that probably emerged independently with little contact between speakers of the various languages. The question arises as to whether similar divergences and commonalities are found in other scripts spread in Scriptural contexts. That they are generally not reflects the difference between scripts arriving in non-literate versus literate surroundings.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"9 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87184444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The acceptance of spelling variants as symbols of Croatian spelling changes (1994–2013) 对拼写变体作为克罗地亚语拼写变化符号的接受(1994-2013)

IF 0.3

Written Language and Literacy Pub Date : 2021-12-10 DOI: 10.1075/wll.00049.sto

Tomislav Stojanov

引用次数: 2

The role of grammar in spelling homophonous regular verbs 语法在拼写同音规则动词中的作用

IF 0.3

Written Language and Literacy Pub Date : 2021-12-10 DOI: 10.1075/wll.00047.cha

Robert Chamalaun, A. Bosman, M. Ernestus

引用次数: 3

Faire la lecture aux élèves: point de vue des enseignantes sur la planification de cette activité d'enseignement 给学生读书:教师对教学活动策划的看法

IF 0.3

Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29492

Anne-Marie Dionne

引用次数: 1

"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms “我不是房间里唯一的作家”:共同创建自信写作教室的框架

IF 0.3

Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29517

J. McConnel, Pamela Beach

{"title":"\"I'm Not the Only Writer in The Room\": A Framework for Co-Creating Confident Writing Classrooms","authors":"J. McConnel, Pamela Beach","doi":"10.20360/langandlit29517","DOIUrl":"https://doi.org/10.20360/langandlit29517","url":null,"abstract":"This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"12 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86969873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces 橡皮泥:在技术增强的学习空间中调动已知知识

IF 0.3

Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29552

M. Wong

引用次数: 1