scholarly journals Does children's dialect awareness support later reading and spelling in the standard language form?

2018 ◽  
Vol 53 ◽  
pp. 1-9 ◽  
Author(s):  
Evdokia Pittas ◽  
Terezinha Nunes
Keyword(s):  
Standard Language ◽  
Language Form ◽  
Awareness Support ◽  
Dialect Awareness ◽  
Reading And Spelling

scholarly journals Üks laenuline perekonnanime tüüp: nimed lõpuga -mees

2020 ◽  
Vol 11 (1) ◽  
pp. 23-42
Author(s):  
Marja Kallasmaa ◽  
Fred Puss
Keyword(s):  
19Th Century ◽  
Population Register ◽  
Compound Words ◽  
Form Versus ◽  
Standard Language ◽  
Language Form ◽  
Word Selection ◽  
The 19Th Century ◽  
Partial Translation

Kirjutises esitletakse Eesti perekonnanimede tüüpi, kus nime lõpuosiseks on -mees. Perekonnanimede panekul 1822–1835 on nimesid lõpuga -mees (-mes) pandud rohkem kui 140 mõisas. Paljud neist on hääbunud, samas on seda tüüpi perekonnanimesid pandud/võetud ka XX sajandil: 1921–1922 Petserimaal ja Narvatagusel ning 1935–1940 nimede eestistamisel. Kirjutises on ära toodud kõik 63 mees-lõpulist perekonnanime, mis esinesid rahvastikuregistris aastal 2017, nimekandjate hulk sel aastal, nimede päritolu ja tekkekoht, enamasti mõisa täpsusega. Nenditakse, et nimetüüp lõpuga -mees on laen saksa keelest (tõlgitud on saksa perekonnanimede formant -mann ’mees, inimene’), ehkki vastavaid eeskujuks olevaid liitsõnu esineb ka eesti keeles (näiteks aumees, jahimees, kälimees, maamees, põllumees, sannamees, talumees, nimepanemise ajal arvatavasti juba ka laenuline kaupmees). Saksa keelest on enamasti siiski laenatud nii perekonnanimede struktuuritüüp kui ka sageli nimeosade leksika (mugand, laen või otsetõlge eesti keelde). Vaid iga kümnenda nime puhul võiks väita, et aluseks on eestikeelne liitsõna. Huvitaval kombel järgib mees-lõpuline perekonnanimetüüp levikuala, mis on kindlaks tehtud paljude murdenähtuste puhul. Abstract. Marja Kallasmaa and Fred Puss: A borrowed name type: surnames ending with ‑mees ‘man’. In the Population Register in 2017, there were 63 surnames ending with -mees ‘man’. The article presents the etymology of all these names. The Estonian surname type ending -mees has mostly been borrowed from German surnames with the name formant -mann. Estonian peasants received their surnames in the 19th century (about 31,000 surnames in 1822–1835, of those around 100 ending with -mees). Among those, there were around 5,020 occasions of surnames (around 2,000 different names) ending with -man(n), mostly in North Estonia. In 1935–1940, the peak of the Estonianization of surnames took place and 22 names ending with -mees were added. 1. Most of surnames ending with -mees are translation loans as Jõemees (Bachmann), Majamees (Hausmann), Metsmees (Waldmann), Mäemees (Bergmann), Nõmmemees (Heidemann), etc. In one surname, a partial translation of the first part has been found: Piirimees (Altegrenzmann). 2. Surnames with adapted first part: Valdmees (Waldmann), Kunstimees (Kunstmann). 3. There are different first parts of surnames in the islands of Hiiumaa and Saaremaa: in Hiiumaa, the first parts are toponyms, in Saaremaa, mostly adjectives. 4. Some surnames present the dialectal form versus standard language form: Mõtsmees and Metsmees (dialectal mõts, standard mets ‘forest’), Tepomees and Teppomees (standard male name Tepo, in the coastal dialect Teppo, same in the old spelling), Sannamees (standard saunamees ‘smallholder’). The surname written in 1835 – Maelzemees – has given three different present-day spellings: Mäeltsemees, Mältsamees and Määltsemees. 5. German influence is both structural and lexical (translation, adaptation, word selection). 6. Only around one tenth of the names come from Estonian compound words.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

A Guide to Old Spanish

2018 ◽  
Author(s):  
Steven N. Dworkin
Keyword(s):  
The Body ◽  
Standard Language ◽  
Function Words ◽  
Sound System ◽  
Old Spanish ◽  
And Function ◽  
Linguistic Structures ◽  
Verb Tense ◽  
Modern Standard

This book describes the linguistic structures that constitute Medieval or Old Spanish as preserved in texts written prior to the beginning of the sixteenth century. It emphasizes those structures that contrast with the modern standard language. Chapter 1 presents methodological issues raised by the study of a language preserved only in written sources. Chapter 2 examines questions involved in reconstructing the sound system of Old Spanish before discussing relevant phonetic and phonological details. The chapter ends with an overview of Old Spanish spelling practices. Chapter 3 presents in some detail the nominal, verbal, and pronominal morphology of the language, with attention to regional variants. Chapter 4 describes selected syntactic structures, with emphasis on the noun phrase, verb phrase, object pronoun placement, subject-verb-object word order, verb tense, aspect, and mood. Chapter 5 begins with an extensive list of Old Spanish nouns, adjectives, verbs, and function words that have not survived into the modern standard language. It then presents examples of coexisting variants (doublets) and changes of meaning, and finishes with an overview of the creation of neologisms in the medieval language through derivational morphology (prefixation, suffixation, compounding). The book concludes with an anthology composed of three extracts from Spanish prose texts, one each from the thirteenth, fourteenth, and fifteenth centuries. The extracts contain footnotes that highlight relevant morphological, syntactic, and lexical features, with cross references to the relevant sections in the body of the book.

Intra-individual variation in adults and children: measuring and conceptualizing individual dialect–standard repertoires

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Irmtraud Kaiser ◽  
Andrea Ender
Keyword(s):  
Language Acquisition ◽  
Individual Variation ◽  
The Other ◽  
Standard Language ◽  
Methodological Choices ◽  
Standard Spectrum ◽  
Speech Data ◽  
Adults And Children ◽  
The One ◽  
The Individual

Abstract This paper explores intra-individual variation as a manifestation of language-internal multilingualism in the Central-Bavarian Austrian context. Based on speech data from children and adults in different contexts, we discuss different methods of measuring and analyzing inter-situational variation along the dialect and standard language spectrum. By contrasting measures of dialectality, on the one hand, and proportions of turns in dialect, standard language or intermediate/mixed forms on the other, we gain complementary insights not only into the individual dialect-standard repertoires but also into the consequences of different methodological choices. The results indicate that intra-individual variation is ubiquitous in adults and children and that individual repertoires need to be taken into account from the beginning of the language acquisition process. We suggest that while intra-individual variation can be attested through the use of various methods, the revealed level of granularity and the conclusions that can be drawn as to the individual repertoires on the dialect-standard spectrum largely depend on the measures used and their inherent assumptions and intrinsically necessary categorizations.

scholarly journals The voiceless in The Voice: A multimodal critical discourse analysis

2020 ◽  
Vol 40 (6) ◽  
pp. 705-732
Author(s):  
Ibrahim Er
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Standard Language ◽  
Mise En Scene ◽  
Global Television ◽  
The Voice ◽  
Shed Light

AbstractThis article highlights the importance of multimodality in the study of discourse with a discussion of a segment from the Turkish adaptation of the global television format, The Voice. In the segment under discussion, a contestant is disqualified from the show by the host for her allegedly disrespectful style of speech towards the coaches. Departing from traditional (sociolinguistic) critical discourse analysis, the article seeks to unveil the deep power discourse hidden in the multimodal landscape of the show by extending the scope of discourse analysis to include both linguistic and non-linguistic modes of communication and representation such as the camerawork, and mise-en-scene. The findings shed light on the inherently asymmetrical nature of the show and how the contestant's highly non-standard language and manners are demonized (multimodally) while the coaches and the host find a relatively less judgmental environment as the “authority” in the show.

Sign in / Sign up

Export Citation Format

Share Document