Das graphematische Wort (im Deutschen): Eine erste Annäherung

2008 ◽  
Vol 27 (2) ◽  
Author(s):  
Nanna Fuhrhop
Keyword(s):  
Final Section ◽  
Segment Sequence ◽  
Word Level ◽  
Syntactic Features ◽  
Concept Of Word ◽  
Complex Words

AbstractIn the field of phonology, the concept of ‘word’ has been well-defined in contemporary linguistics. In morphology and syntax, the different existing theories provide a basis for establishing a ‘word’ as well. In graphematics, too, establishing a concept for ‘word’ might appear simple: A graphematic word is the segment sequence between two spaces. But what does this segment-sequence look like? The essay addresses this question in three steps. It begins by discussing the graphematic syllable. It then explains the principle of writing complex words. In German, this may be the prototypical part of graphematic words. For the non-prototypical part, acronyms, abbreviations, punctuation (hyphen, apostrophe, word-level period) and numbers are discussed. The final section is devoted to the interaction between the different concepts of words (phonological, morphological, syntactic and graphematical), and shows that the graphematic word in German is especially determined by morphological and syntactic features.

scholarly journals A Phonetic Complexity-Based Approach for Intelligibility and Articulatory Precision Testing: A Preliminary Study on Talkers With Amyotrophic Lateral Sclerosis

2018 ◽  
Vol 61 (9) ◽  
pp. 2205-2214 ◽  
Author(s):  
Mili Kuruvilla-Dugdale ◽  
Claire Custer ◽  
Lindsey Heidrick ◽  
Richard Barohn ◽  
Raghav Govindarajan
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Speech Intelligibility ◽  
Speech Impairments ◽  
Word Level ◽  
Preliminary Study ◽  
Perceived Impact ◽  
Complex Words ◽  
Level Analysis ◽  
Precision Testing ◽  
Lateral Sclerosis

Purpose This study describes a phonetic complexity-based approach for speech intelligibility and articulatory precision testing using preliminary data from talkers with amyotrophic lateral sclerosis. Method Eight talkers with amyotrophic lateral sclerosis and 8 healthy controls produced a list of 16 low and high complexity words. Sixty-four listeners judged the samples for intelligibility, and 2 trained listeners completed phoneme-level analysis to determine articulatory precision. To estimate percent intelligibility, listeners orthographically transcribed each word, and the transcriptions were scored as being either accurate or inaccurate. Percent articulatory precision was calculated based on the experienced listeners' judgments of phoneme distortions, deletions, additions, and/or substitutions for each word. Articulation errors were weighted based on the perceived impact on intelligibility to determine word-level precision. Results Between-groups differences in word intelligibility and articulatory precision were significant at lower levels of phonetic complexity as dysarthria severity increased. Specifically, more severely impaired talkers showed significant reductions in word intelligibility and precision at both complexity levels, whereas those with milder speech impairments displayed intelligibility reductions only for more complex words. Articulatory precision was less sensitive to mild dysarthria compared to speech intelligibility for the proposed complexity-based approach. Conclusions Considering phonetic complexity for dysarthria tests could result in more sensitive assessments for detecting and monitoring dysarthria progression.

Intonation in Palenquero

2008 ◽  
Vol 23 (1) ◽  
pp. 1-31 ◽  
Author(s):  
José Ignacio Hualde ◽  
Armin Schwegler
Keyword(s):  
Final Section ◽  
Equatorial Guinea ◽  
Strong Tendency ◽  
Lexical Tone ◽  
Stressed Syllable ◽  
Word Level ◽  
Caribbean Spanish ◽  
History Of ◽  
Final Syllable ◽  
Published Research

The least understood aspect of Palenquero phonology is its intonational system. This is a serious gap, as it is precisely in the realm of prosody that the most striking phonological differences between Palenquero and (Caribbean) Spanish are apparent. Although several authors have speculated that African influence may be at the source of Palenquero’s peculiar intonation, to date published research offers no detailed information about the intonation of the creole. The goal of this study is to remedy this situation. Here we identify several specific intonational features where conservative (or older-generation) Palenquero differs from (Caribbean) Spanish. One of these features is a strong tendency to use invariant word-level contours, with a H tone on the stressed syllable and L tones on unstressed syllables, in all sentential contexts, including prenuclear positions. A second feature that we have identified is the use of a sustained phrase-final high or mid level contour in declaratives accented on the final syllable, and a long fall in declaratives accented on the penult. The final section addresses the issue of the possible origin of these intonational features. We point out similarities with Equatorial Guinea Spanish and conclude that, at some point in the history of Palenquero, the Spanish prosodic system was interpreted as involving lexical tone, in conformity with claims in the literature regarding several Atlantic creoles.

Pleonastic complex words as functional amalgams

2021 ◽  
Vol 34 ◽  
Author(s):  
Nikos Koutsoukos ◽  
Laura A. Michaelis
Keyword(s):  
Construction Grammar ◽  
Modern Greek ◽  
Word Level ◽  
Derivational Morphemes ◽  
Complex Words

Abstract Syntactic amalgams are innovative phrasal constructions that combine otherwise incompatible subparts of other constructions (Lambrecht 1988; Brenier and Michaelis 2005). We describe pleonastic formations like flavorize in English and ψηλαφ-ίζ(ω) [psilafízo] ‘palpate’ in Modern Greek as functional amalgams at the word level. We examine these formations through the lens of (function-oriented) Sign-Based Construction Grammar (Sag 2012), arguing that once we see derivational morphemes as signs, and sign combination as construction-driven rather than head-driven, we can describe such words as coercive combinations that serve a variety of semiotic functions.

The Oxford Encyclopedia of Morphology

2020 ◽  
Keyword(s):  
Final Section ◽  
Mental Lexicon ◽  
Active Area ◽  
Linguistic Data ◽  
Wide Range ◽  
Methodological Approaches ◽  
Complex Words ◽  
International Experts ◽  
Critical Link

The field of morphology has gained increasing importance in contemporary linguistics with the realization that it can no longer be narrowly construed as the study of the means by which complex words are formed. Rather, the study of morphology must be situated in the context of our understanding of the mental lexicon as a whole. The Oxford Encyclopedia of Morphology offers a sweeping introduction to the field, showing that morphology is not only an active area of study in its own right, but also a critical link between different subfields of linguistics. Led by Editor in Chief Rochelle Lieber and an editorial board of international experts, this collection includes 114 wide-ranging and in-depth articles encompassing all aspects of morphology, such as morphological units, inflection, derivation, compounding, and formal morphological means. Contributors at the forefront of the field discuss the major theoretical debates and methodological approaches, exploring the interface between morphology and phonology, syntax, and semantics, along with psycholinguistic, neurolinguistics, and sociolinguistic issues. The final section of the encyclopedia presents illustrative sketches of the morphological systems of a wide range of language families, from Arawak and Dravidian to Uralic and Niger-Congo languages , offering a wide range of cross-linguistic data that will be useful to both researchers and teachers.

scholarly journals Adult Bilinguals’ Orthographic Representations: Cognates vs. Non-Cognates in Complex English Word Spelling

2020 ◽  
Author(s):  
Valeria Maria Rigobon
Keyword(s):  
Reading Ability ◽  
English Word ◽  
Word Knowledge ◽  
Word Level ◽  
Orthographic Representations ◽  
Other Information ◽  
Interdisciplinary Framework ◽  
Word Spelling ◽  
Complex Words ◽  
Encoding Strategies

Spelling complex English words is more difficult than reading them, suggesting that spelling requires higher quality orthographic representations and a greater degree of word knowledge compared to reading. Without high-quality orthographic representations, spellers often rely on other information (e.g., phonological to orthographic encoding) to aid spelling. However, the quasi-regular nature of English orthography-to-phonology relations often render encoding strategies ineffective. This study examined whether alternative orthographic representations might facilitate the spelling of complex English words. Specifically, would English-Spanish bilingual university students benefit from orthographic similarities of English-Spanish cognates compared with non-cognates when spelling complex words? Cognates are words that share similar spellings and meanings across languages; given the Spanish orthography’s transparent nature, cognates might help inform English spelling. Bilingual students (n = 77) were asked to spell complex English words, half of which were Spanish cognates, with item-level spelling accuracy modeled using word-level (e.g., cognate status) and person-level (e.g., general reading ability) predictors. Results indicate that participants had a higher probability of spelling complex cognate words correctly compared to non-cognate words matched on other word features (e.g., frequency and word length). Findings from this study expand an interdisciplinary framework of understanding bilinguals’ lexical access and strength of orthographic representations across languages.

Estimating word-level quality of statistical machine translation output using monolingual information alone

2019 ◽  
Vol 26 (1) ◽  
pp. 73-94
Author(s):  
Arda Tezcan ◽  
Véronique Hoste ◽  
Lieve Macken
Keyword(s):  
Machine Translation ◽  
Network Architecture ◽  
State Of The Art ◽  
Statistical Machine Translation ◽  
Neural Network Architecture ◽  
Quality Estimation ◽  
Word Level ◽  
Syntactic Features ◽  
Grammatical Errors

AbstractVarious studies show that statistical machine translation (SMT) systems suffer from fluency errors, especially in the form of grammatical errors and errors related to idiomatic word choices. In this study, we investigate the effectiveness of using monolingual information contained in the machine-translated text to estimate word-level quality of SMT output. We propose a recurrent neural network architecture which uses morpho-syntactic features and word embeddings as word representations within surface and syntactic n-grams. We test the proposed method on two language pairs and for two tasks, namely detecting fluency errors and predicting overall post-editing effort. Our results show that this method is effective for capturing all types of fluency errors at once. Moreover, on the task of predicting post-editing effort, while solely relying on monolingual information, it achieves on-par results with the state-of-the-art quality estimation systems which use both bilingual and monolingual information.

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

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

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