Stilistik als Theorie des schriftlichen Sprachgebrauchs Stilistics as a Theory of Written Language Usage

1996 ◽  
Keyword(s):  
Written Language ◽  
Language Usage

scholarly journals The Present Status of Using Written Hmong Language in the Hmong Community in the Northwest Region of Vietnam - Case Study in Sơn La and Lai Châu Provinces

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Trung Kien Nguyen ◽  
Keyword(s):  
Mother Tongue ◽  
Written Language ◽  
Current Status ◽  
Writing System ◽  
Language Usage ◽  
Strong Position ◽  
Hmong People ◽  
Northwest Region ◽  
Hmong Language

Writing system is an important part of a certain language. When a language has its own writing system and is widely used, it is apparent that the language will have a strong position and vitality. Hmong language is a mother tongue of Hmong people, an ethnic minority that are now residing in many parts all over the world and mainly in the northwest region (Tây Bắc) of Vietnam. Unlike many other languages which have only one writing system, Hmong has many different scripts that are being used at a time. Therefore, understanding how Hmong people use their written language is an intriguing topic to help demystify their language usage and furthermore, understand their spiritual life. From our practical fieldwork, in this paper we focus on the discussion of the current status of using written Hmong in its community in the northwest region of Vietnam.

Written Language Usage With Pen and Technology in Adults Across Generations

2020 ◽  
pp. 152574012096131
Author(s):  
Angel L. Ball ◽  
Whitney A. Postman
Keyword(s):  
New Technologies ◽  
Written Language ◽  
Language Usage ◽  
Work Activities ◽  
Rehabilitation Professionals ◽  
Frequency Of Use ◽  
Baseline Information ◽  
Story Writing ◽  
Song Lyrics ◽  
Adult Writing

Writing formats have expanded beyond the pen to include new technologies, particularly in this era of immediate digital communication. Rehabilitation professionals are not routinely incorporating writing formats using technology, such as texting, keyboard, or tablet interfaces when evaluating and treating adult writing disorders. The purpose of this study was to obtain normative baseline information about the writing behaviors of typical adults across generations. A total of 199 respondents, ages 18–106, provided data on rating importance of format, frequency of use, and ranking of writing activities. Findings indicated that the importance of technology for communication, learning, and work activities exists across the generations (except the centenarian). Written forms of enjoyment, such as crossword puzzles, song lyrics, and story writing were meaningful to younger as well as older generations. Obtaining client perspectives on writing activities and formats that are personally relevant and meaningful can help the clinician create a more client-based program.

scholarly journals Spoken language usage events

2015 ◽  
Vol 7 (4) ◽  
pp. 499-514 ◽  
Author(s):  
ALAN CIENKI
Keyword(s):  
Spoken Language ◽  
Written Language ◽  
Linguistic Meaning ◽  
Cognitive Grammar ◽  
Language Usage ◽  
Conceptual Content ◽  
Language Structure ◽  
Starting Point ◽  
Linguistic Units

abstractAs an explicitly usage-based model of language structure (Barlow & Kemmer, 2000), cognitive grammar draws on the notion of ‘usage events’ of language as the starting point from which linguistic units are schematized by language users. To be true to this claim for spoken languages, phenomena such as non-lexical sounds, intonation patterns, and certain uses of gesture should be taken into account to the degree to which they constitute the phonological pole of signs, paired in entrenched ways with conceptual content. Following through on this view of usage events also means realizing the gradable nature of signs. In addition, taking linguistic meaning as consisting of not only conceptual content but also a particular way of construing that content (Langacker, 2008, p. 43), we find that the forms of expression mentioned above play a prominent role in highlighting the ways in which speakers construe what they are talking about, in terms of different degrees of specificity, focusing, prominence, and perspective. Viewed in this way, usage events of spoken language are quite different in nature from those of written language, a point which highlights the need for differentiated accounts of the grammar of these two forms of expression taken by many languages.

scholarly journals KERANCUAN FONO-ORTOGRAFIS DAN OTO-FONOLOGIS PADA BAHASA JAWA RAGAM LISAN DAN TULIS DALAM BERITA BAHASA JAWA DI JOGJA TV

LingTera ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 93
Author(s):  
Zuly Qurniawati ◽  
Endang Nurhayati
Keyword(s):  
Qualitative Research ◽  
Educational Background ◽  
Outcome Data ◽  
Study Data ◽  
Written Language ◽  
Language Usage ◽  
Central Java ◽  
Java Language ◽  
Orthographic Errors ◽  
Linguistic Approach

Bahasa Jawa dalam tayangan berita Pawartos Ngayogyakarto belum cukup sempurna karena masih ditemukan kesalahan atau kerancuan fono-ortografis dan oto-fonologis dalam pemakaiannya. Penelitian ini bertujuan untuk: (1) mendeskripsikan kerancuan fono-ortografis dan oto-fonologis pada Bahasa Jawa ragam lisan dan tulis dalam berita Bahasa Jawa di Jogja TV. (2) mengetahui penyebab kerancuan fono-ortografis dan oto-fonologis pada Bahasa Jawa ragam lisan dan tulis dalam berita Bahasa Jawa di Jogja TV. Penelitian ini merupakan penelitian dengan pendekatan linguistik yang dalam pelaksanaannya menerapkan metode penelitian linguistik. Penelitian ini mengambil data dari lapangan dan kepustakaan. Data utama penelitian ini adalah data lisan, berupa tuturan dalam siaran berita Jogja TV serta wawancara dengan pembaca berita dan juga naskah yang dibaca oleh pembaca berita. Sampel penelitian ini adalah tuturan dalam siaran berita Pawartos Ngayogyakarta yang disiarkan di Jogja TV selama satu bulan di bulan Januari 2011. Teknik pengumpulan data yang digunakan ada empat teknik, yaitu teknik rekam, teknik catat, teknik simak dan teknik cakap. Hasil penelitian menunjukkan bahwa kesalahan fono-ortografis yang terjadi diantaranya pada fonem vokal /I/,/i/,/e/,/a/,/ǝ/,/o/,/u/, dan konsonan /dh/,/d/,/t/, /th/. Adapun kesalahan dari segi oto-fonologis yang terjadi adalah pada fonem vokal /I/, /i/, /e/, /a/, /ǝ/, /ɛ/,/o/,/u/,/U/,/ɔ/, dan konsonan /ḍh/,/dh/,/ṭ/,/t/. Kesalahan yang terjadi diakibatkan oleh latar belakang sosial budaya dan pendidikan pembaca berita dimana tidak semua pembaca berita berasal dari daerah Jawa Tengah dan DIY serta tidak semua memiliki latar belakang pendidikan Bahasa Jawa. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ CONFUSIONS IN JAVANESE LANGUAGE USAGE SEEN FROM PHONO-ORTHOGRAPHIC AND OTO-PHONOLOGIC ASPECTS IN SPOKEN AND WRITTEN REGISTERS IN JOGJA TV’S   Abstract This study aims to: (1) describes the confusion of fono-orthographic and phonological auto-range in Java spoken and written language in the Java language news in Jogja TV, (2) to know the confusion cause of fono-orthographic and phonological autorange in spoken and written Java language news in Jogja TV. The research drew on data from field and literature. The Main Outcome Data is oral data, in the form of speech in Jogja TV newscasts and interviews with news readers and texts that are read by the newsreader. Data from the field in the form of data is written and oral data Informants were selected from Ngayogyakarta Pawartos newsreader. This research is a linguistic approach in practice applying qualitative research methods. The news broadcast every day, in order to obtain the news footage as 30 samples in this study. Data collection techniques used there are four techniques, namely recording techniques, technical notes, refer to the technical and engineering competence. The analysis in this study includes the use dishonest methods and methods agih. The analysis showed that fono-orthographic errors that occurred among the phoneme vocal . The error in terms of a vokal /I/,/i/,/e/,/a/,/ǝ/,/o/,/u/, and consonan /dh/,/d/,/t/,/th/.uto-phonological happens is the phoneme /I/, /i/, /e/, /a/, /ǝ/, /ɛ/,/o/,/u/,/U/,/ɔ/, and consonan /ḍh/,/dh/,/ṭ/,/t/. Errors that occur due to the socio-cultural background and educational anchor in which not all readers news from the area of Central Java and Yogyakarta, and not all have the educational background of the Java language. Keywords: auto-fono-orthographic-phonological.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

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

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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