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Written Language and Literacy最新文献

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The advanced acquisition of orthography in heritage Turkish in Germany 德国传统土耳其语正字法的先进获取
IF 0.3
Written Language and Literacy Pub Date : 2020-12-15 DOI: 10.1075/WLL.00043.SCH
C. Schroeder
{"title":"The advanced acquisition of orthography in heritage Turkish in Germany","authors":"C. Schroeder","doi":"10.1075/WLL.00043.SCH","DOIUrl":"https://doi.org/10.1075/WLL.00043.SCH","url":null,"abstract":"\u0000 The paper investigates Turkish texts from heritage speakers of Turkish in Germany in a pseudo-longitudinal setting,\u0000 looking at pupils’ texts from the 5th, 7th, 10th and 12th grades. Two types of dynamics are identified in the advanced acquisition1 of Turkish orthography in the heritage context. One is the dynamic of language contact, where in certain\u0000 areas of the orthography, we find a re-interpretation of Turkish principles according to the German model. However, this changes as the\u0000 pupils grow up. The second dynamic is the heritage situation. The heritage situation on one side leads to the establishment of new\u0000 practices, and it also leads to a higher degree of variability of spelling solutions in those areas, where the orthographic system of\u0000 Turkish poses challenges to every writer, whether monolingual and growing up in Turkey or heritage speaker.2\u0000","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"34 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83659573","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
Writing and identity 写作与身份认同
IF 0.3
Written Language and Literacy Pub Date : 2020-12-15 DOI: 10.1075/WLL.00039.COU
F. Coulmas
{"title":"Writing and identity","authors":"F. Coulmas","doi":"10.1075/WLL.00039.COU","DOIUrl":"https://doi.org/10.1075/WLL.00039.COU","url":null,"abstract":"\u0000This essay explores the relationship between writing and an emblematic notion of our age, identity. It describes the symbolic functions of writing for three planes on which it is instrumentalized as a marker of identity, religion, nation and language. The discussion revolves around scriptures as a means of codifying religion, the practical and symbolic functions of writing for modern nation states, and the question of how writing affects linguistic systems, with regard to individual speakers, communities of speakers, and languages themselves. It thus appraises writing as a culture technique without which god, nation, and self wouldn’t be what nowadays we think they are.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"23 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89164457","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
Literacies in contact when writing Wolof – orthographic repertoires in digital communication 写作时接触的读写能力——数字通信中的正字法
IF 0.3
Written Language and Literacy Pub Date : 2020-12-15 DOI: 10.1075/WLL.00040.LEX
Kristin Vold Lexander
{"title":"Literacies in contact when writing Wolof – orthographic repertoires in digital communication","authors":"Kristin Vold Lexander","doi":"10.1075/WLL.00040.LEX","DOIUrl":"https://doi.org/10.1075/WLL.00040.LEX","url":null,"abstract":"\u0000 This paper investigates the resources writers activate when they spell Wolof, a West African language they usually use\u0000 more in spoken than in written communication. I apply the notion of orthographic repertoire to examine three young women’s spelling of Wolof\u0000 as socially embedded practices. The analysis covers three different sets of interactional data: (1) texting by Senegalese university\u0000 students, (2) discussion forum posts, and (3) transnational digital family interaction. The spelling practices are examined with reference\u0000 to the colonial history of spelling in Senegal, other contemporary informal literacies in West Africa, and the sociolinguistic context of\u0000 the writers. The paper shows that the different spelling resources related to the multilingual and mediated nature of their writing are\u0000 drawn upon as the three young women engage in digital literacy practices including Wolof.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80187530","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
Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers 影响中荷学龄前儿童第二语言语音意识的因素
IF 0.3
Written Language and Literacy Pub Date : 2020-10-19 DOI: 10.1075/wll.00035.yua
Han Yuan, E. Segers, L. Verhoeven
{"title":"Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers","authors":"Han Yuan, E. Segers, L. Verhoeven","doi":"10.1075/wll.00035.yua","DOIUrl":"https://doi.org/10.1075/wll.00035.yua","url":null,"abstract":"Abstract The present study compared the relationship between Dutch phonological awareness (rhyme awareness, initial phoneme isolation), Dutch speech decoding and Dutch receptive vocabulary in two groups in different linguistic environments: 30 Mandarin Chinese-Dutch bilingual children and 24 monolingual Dutch peers. Chinese vocabulary and phonological awareness were taken into account in the bilingual group. Bilingual children scored below their Dutch monolingual counterparts on all Dutch tasks. In the bilingual group, Dutch rhyme awareness was predicted by Dutch speech decoding, both directly, and indirectly via Dutch receptive vocabulary. When adding Chinese proficiency to the model, Chinese rhyme awareness was found to mediate the relationship between Dutch speech decoding and Dutch rhyme awareness. It can thus be concluded that second language (L2) phonological awareness in Chinese-Dutch kindergartners is affected by their L2 speech and vocabulary level, on the one hand, and their level of phonological awareness in the first language (L1).","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"30 1","pages":"109-128"},"PeriodicalIF":0.3,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74532363","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
Connective frequencies in child-directed texts 儿童导向文本中的连接频率
IF 0.3
Written Language and Literacy Pub Date : 2020-10-19 DOI: 10.1075/wll.00033.tel
A. Tellings, Bart Penning de Vries
{"title":"Connective frequencies in child-directed texts","authors":"A. Tellings, Bart Penning de Vries","doi":"10.1075/wll.00033.tel","DOIUrl":"https://doi.org/10.1075/wll.00033.tel","url":null,"abstract":"\u0000 Starting from a usage-based perspective of language acquisition, the present study investigates the occurrence of\u0000 connectives in BasiLex, an 11.5 million word corpus of texts Dutch children encounter during the primary school years (grades 1–6).\u0000 Specifically, we investigate how connective frequencies change across grades, how these changes reflect the theorized orders of connective\u0000 acquisition in the work of Bloom et al. (1980) and Evers-Vermeul & Sanders (2009), and we make a comparison with the frequencies of connectives in the adult written language\u0000 corpus Celex. Briefly summarized, our findings show that the numbers of connectives increase sharply after grade 1 and then more steadily\u0000 across grades 2 to 6; we see some reflection of the connective acquisition theory of Evers-Vermeul & Sanders in the connective\u0000 frequencies in texts offered to children; and we see some remarkable similarities between connective frequencies in the adult corpus Celex\u0000 as compared to connective frequencies in grade 1 and grade 6 texts in BasiLex. Our findings suggest that the written input offered to\u0000 children harmonizes with theoretical approaches that emphasize the incremental growth of word knowledge in children as a function of\u0000 exposure.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"9 1","pages":"59-91"},"PeriodicalIF":0.3,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90272413","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
“It’s written niisto but it sounds like knee stew.” “写的是niisto，但听起来像炖膝盖。”
IF 0.3
Written Language and Literacy Pub Date : 2020-10-19 DOI: 10.1075/wll.00031.gen
I. Genee
{"title":"“It’s written niisto but it sounds like knee stew.”","authors":"I. Genee","doi":"10.1075/wll.00031.gen","DOIUrl":"https://doi.org/10.1075/wll.00031.gen","url":null,"abstract":"Abstract This paper argues for pragmatism rather than linguistic purity in orthography design for endangered Indigenous languages such as Blackfoot, emphasizing the need to see orthography standardization as a dynamic process rather than a static result. It explores the ongoing lack of community agreement about the best way to write the Blackfoot language and lack of widespread proficiency in the use of its standard orthography, and then describes ways in which this is mitigated in the Blackfoot Language Resources and Digital Dictionary project, a suite of web resources created to support language maintenance and revitalization work. The website uses a combination of relaxed searches, alternative spelling fields, and multimedia content to increase accessibility of the resources for users lacking proficiency in the standard orthography.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"37 1","pages":"1-28"},"PeriodicalIF":0.3,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73415727","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: 3
Comprehension and metacomprehension of negated text 否定文本的理解与元理解
IF 0.3
Written Language and Literacy Pub Date : 2020-10-19 DOI: 10.1075/wll.00034.mar
Sara J. Margolin, Timothy Brackins
{"title":"Comprehension and metacomprehension of negated text","authors":"Sara J. Margolin, Timothy Brackins","doi":"10.1075/wll.00034.mar","DOIUrl":"https://doi.org/10.1075/wll.00034.mar","url":null,"abstract":"Abstract Previous research has demonstrated that negated text is a particularly difficult text construction, and often leads to readers having difficulty understanding and remembering what they have read. To date, attempts at identifying a strategy that would aid in readers’ comprehension of negation have not been successful. However, in studies focused on affirmative text, readers practicing retrieving information from a text showed improvements in comprehension and more accurate metacomprehension judgments. The present study aimed to determine whether this strategy also benefits readers of passages in which a critical concept has been negated. Interestingly, results demonstrated that while readers judged their comprehension to be better when practicing retrieval, their comprehension was not actually better. These results suggest that simply practicing retrieval information is not necessarily enough to enhance comprehension or metacomprehension of this text construction.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"6 1","pages":"92-108"},"PeriodicalIF":0.3,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86394762","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
Dominic Wyse (2017). How Writing Works. From the Invention of the Alphabet to the Rise of Social Media 多米尼克·威斯(2017)。写作是如何工作的?从字母表的发明到社交媒体的兴起
IF 0.3
Written Language and Literacy Pub Date : 2020-10-19 DOI: 10.1075/wll.00036.bor
S. Borgwaldt
{"title":"Dominic Wyse (2017). How Writing Works. From the Invention of the Alphabet to the Rise of Social Media","authors":"S. Borgwaldt","doi":"10.1075/wll.00036.bor","DOIUrl":"https://doi.org/10.1075/wll.00036.bor","url":null,"abstract":"This article reviews How Writing Works. From the Invention of the Alphabet to the Rise of Social Media","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"29 1","pages":"129-131"},"PeriodicalIF":0.3,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85243823","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 impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives 故事语法教学和课文难度对学生叙事总结技能的影响
IF 0.3
Written Language and Literacy Pub Date : 2020-10-19 DOI: 10.1075/wll.00032.hel
Esther Hellmann, L. Ehri
{"title":"The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives","authors":"Esther Hellmann, L. Ehri","doi":"10.1075/wll.00032.hel","DOIUrl":"https://doi.org/10.1075/wll.00032.hel","url":null,"abstract":"Abstract Previous research on teaching summarizing skill has focused on summarizing strategies that are appropriate for expository texts rather than narrative text. Findings of these studies showed an advantage for older over younger students but did not control for text difficulty, so age effects may have been confounded by text difficulty. The present study tested an intervention designed to improve summarizing of narrative texts, taking into account the factor of text difficulty. Thirty fourth-grade participants (mean age = 9.7 years) were pretested for reading and summarizing skill. Participants receiving the summarizing treatment (N = 15) were taught to write summaries of narrative texts based on story grammar components. Participants receiving the writing control treatment (N = 15) were taught to write about connections between their lives and the text. Results showed that the story grammar intervention improved the quality of narrative summaries and that better summaries came from easier text than harder text. The present study reveals a shortcoming of previous summarizing studies that attributed superior performance to age without considering text difficulty. Findings show the effectiveness of teaching fourth graders to apply story grammar components to improve their skill in summarizing narrative text.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"285 1","pages":"29-58"},"PeriodicalIF":0.3,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73167442","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
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders 中国小学低年级学生语言技能与句子理解关系的建模
IF 0.3
Written Language and Literacy Pub Date : 2020-07-15 DOI: 10.20360/LANGANDLIT29443
X. Xiao
{"title":"Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders","authors":"X. Xiao","doi":"10.20360/LANGANDLIT29443","DOIUrl":"https://doi.org/10.20360/LANGANDLIT29443","url":null,"abstract":"The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an important syntactic skill in Chinese. Vocabulary knowledge contributed to word recognition directly and contributed to sentence comprehension indirectly through word recognition and syntactic skills; and syntactic skills contributed to sentence comprehension directly. These findings suggest that while vocabulary knowledge is important for Chinese word reading, syntactic word order plays a central role in Chinese sentence comprehension. The implications of these findings for our theoretical understanding of the Simple View of Reading, as well as reading instruction, will be discussed.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83913868","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
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