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orthography</title> <meta name="description" content="Search results for: orthography"> <meta name="keywords" content="orthography"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="orthography"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 19</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: orthography</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> On the Interface of the Phonemes and the Orthography of KāNà</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akat%20Sordum%20Owen">Akat Sordum Owen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the interface between the phonemes and the orthography of Kānà, an endangered language spoken in Khānà and Tàì Local Government Areas of Rivers State of Nigeria. Kānà is one of the four languages (others being Gòkānà, Bāān Ògóì and Ẹ́lẹ́mẹ́) of Ogonoid (i.e. Ogoni group of languages) located in the Cross River branch of Benue-Congo phylum. A good number of scholars, including Ikoro (1996) and Vobnu (2001) agree on the phonemes inventory of the language but differ on the choice of the letters of the orthography. Whereas many scholars on the language accept that the language is alphabetic and satisfactory with respect to the use of Latin (English) alphabetic orthography with emphasis on phoneme-grapheme relation, some other scholars tend to uphold that the complex consonants in the phonemic chart should be treated as a consonant cluster in the alphabet. This paper argues that consonant clusters occur at syntactic (and morphological) levels with regard to certain items in order to produce desired pronunciations and spellings. Each consonant in a cluster is identical and can be used with other letters to produce a different word. The data was obtained from scholarly writings on the language, by interviews and our intuition as a native speaker of the language. It is believed that this study will trigger further research into the orthography of Kānà and other tonal languages, such as Igbo and Yoruba having similar features in order to reanalyze the number of letters in the alphabets of those languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=KANA" title="KANA">KANA</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemes" title=" phonemes"> phonemes</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a>, <a href="https://publications.waset.org/abstracts/search?q=letters" title=" letters"> letters</a> </p> <a href="https://publications.waset.org/abstracts/192460/on-the-interface-of-the-phonemes-and-the-orthography-of-kana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">14</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Effects of Unfamiliar Orthography on the Lexical Encoding of Novel Phonological Features</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asmaa%20Shehata">Asmaa Shehata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior research indicates that second language (L2) learners encounter difficulty in the distinguishing novel L2 contrasting sounds that are not contrastive in their native languages. L2 orthographic information, however, is found to play a positive role in the acquisition of non-native phoneme contrasts. While most studies have mainly involved a familiar written script (i.e., the Roman script), the influence of a foreign, unfamiliar script is still unknown. Therefore, the present study asks: Does unfamiliar L2 script play a role in creating distinct phonological representations of novel contrasting phonemes? It is predicted that subjects’ performance in the unfamiliar orthography group will outperform their counterparts’ performance in the control group. Thus, training that entails orthographic inputs can yield a significant improvement in L2 adult learners’ identification and lexical encoding of novel L2 consonant contrasts. Results are discussed in terms of their implications for the type of input introduced to L2 learners to improve their language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=consonant%20contrasts" title=" consonant contrasts"> consonant contrasts</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20script" title=" foreign script"> foreign script</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20encoding" title=" lexical encoding"> lexical encoding</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20learning" title=" word learning"> word learning</a> </p> <a href="https://publications.waset.org/abstracts/55226/effects-of-unfamiliar-orthography-on-the-lexical-encoding-of-novel-phonological-features" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Reading in Multiple Arabic's: Effects of Diglossia and Orthography</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aula%20Khatteb%20Abu-Liel">Aula Khatteb Abu-Liel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effects of diglossia and orthography on reading in Arabic, manipulating reading in Spoken Arabic (SA), using Arabizi, in which it is written using Latin letters on computers/phones, and the two forms of the conventional written form Modern Standard Arabic (MSA): vowelled (shallow) and unvowelled (deep). 77 skilled readers in 8th grade performed oral reading of single words and narrative and expository texts, and silent reading comprehension of both genres of text. Oral reading and comprehension revealed different patterns. Single words and texts were read faster and more accurately in unvoweled MSA, slowest and least accurately in vowelled MSA, and in-between in Arabizi. Comprehension was highest for vowelled MSA. Narrative texts were better than expository texts in Arabizi with the opposite pattern in MSA. The results suggest that frequency of the type of texts and the way in which phonology is encoded affect skilled reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabize" title=" Arabize"> Arabize</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20communication" title=" computer mediated communication"> computer mediated communication</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20standard%20Arabic" title=" modern standard Arabic"> modern standard Arabic</a> </p> <a href="https://publications.waset.org/abstracts/136207/reading-in-multiple-arabics-effects-of-diglossia-and-orthography" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Investigating the Effect of Orthographic Transparency on Phonological Awareness in Bilingual Children with Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruthi%20Raveendran">Sruthi Raveendran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental dyslexia, characterized by reading difficulties despite normal intelligence, presents a significant challenge for bilingual children navigating languages with varying degrees of orthographic transparency. This study bridges a critical gap in dyslexia interventions for bilingual populations in India by examining how consistency and predictability of letter-sound relationships in a writing system (orthographic transparency) influence the ability to understand and manipulate the building blocks of sound in language (phonological processing). The study employed a computerized visual rhyme-judgment task with concurrent EEG (electroencephalogram) recording. The task compared reaction times, accuracy of performance, and event-related potential (ERP) components (N170, N400, and LPC) for rhyming and non-rhyming stimuli in two orthographies: English (opaque orthography) and Kannada (transparent orthography). As hypothesized, the results revealed advantages in phonological processing tasks for transparent orthography (Kannada). Children with dyslexia were faster and more accurate when judging rhymes in Kannada compared to English. This suggests that a language with consistent letter-sound relationships (transparent orthography) facilitates processing, especially for tasks that involve manipulating sounds within words (rhyming). Furthermore, brain activity measured by event-related potentials (ERP) showed less effort required for processing words in Kannada, as reflected by smaller N170, N400, and LPC amplitudes. These findings highlight the crucial role of orthographic transparency in optimizing reading performance for bilingual children with dyslexia. These findings emphasize the need for language-specific intervention strategies that consider the unique linguistic characteristics of each language. While acknowledging the complexity of factors influencing dyslexia, this research contributes valuable insights into the impact of orthographic transparency on phonological awareness in bilingual children. This knowledge paves the way for developing tailored interventions that promote linguistic inclusivity and optimize literacy outcomes for children with dyslexia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20dyslexia" title="developmental dyslexia">developmental dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20awareness" title=" phonological awareness"> phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=rhyme%20judgment" title=" rhyme judgment"> rhyme judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=orthographic%20transparency" title=" orthographic transparency"> orthographic transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=Kannada" title=" Kannada"> Kannada</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=N170" title=" N170"> N170</a>, <a href="https://publications.waset.org/abstracts/search?q=N400" title=" N400"> N400</a>, <a href="https://publications.waset.org/abstracts/search?q=LPC" title=" LPC"> LPC</a> </p> <a href="https://publications.waset.org/abstracts/194120/investigating-the-effect-of-orthographic-transparency-on-phonological-awareness-in-bilingual-children-with-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Automatic Assignment of Geminate and Epenthetic Vowel for Amharic Text-to-Speech System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tadesse%20Anberbir">Tadesse Anberbir</a>, <a href="https://publications.waset.org/abstracts/search?q=Felix%20Bankole"> Felix Bankole</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomio%20Takara"> Tomio Takara</a>, <a href="https://publications.waset.org/abstracts/search?q=Girma%20Mamo"> Girma Mamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the development of a text-to-speech synthesizer, automatic derivation of correct pronunciation from the grapheme form of a text is a central problem. Particularly deriving phonological features which are not shown in orthography is challenging. In the Amharic language, geminates and epenthetic vowels are very crucial for proper pronunciation but neither is shown in orthography. In this paper, we proposed and integrated a morphological analyzer into an Amharic Text-to-Speech system, mainly to predict geminates and epenthetic vowel positions, and prepared a duration modeling method. Amharic Text-to-Speech system (AmhTTS) is a parametric and rule-based system that adopts a cepstral method and uses a source filter model for speech production and a Log Magnitude Approximation (LMA) filter as the vocal tract filter. The naturalness of the system after employing the duration modeling was evaluated by sentence listening test and we achieved an average Mean Opinion Score (MOS) 3.4 (68%) which is moderate. By modeling the duration of geminates and controlling the locations of epenthetic vowel, we are able to synthesize good quality speech. Our system is mainly suitable to be customized for other Ethiopian languages with limited resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amharic" title="Amharic">Amharic</a>, <a href="https://publications.waset.org/abstracts/search?q=gemination" title=" gemination"> gemination</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20synthesis" title=" speech synthesis"> speech synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=epenthesis" title=" epenthesis"> epenthesis</a> </p> <a href="https://publications.waset.org/abstracts/171525/automatic-assignment-of-geminate-and-epenthetic-vowel-for-amharic-text-to-speech-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> An Examination of the Benefits of Disciplinary Classroom Support of Word Study, Vocabulary and Comprehension for Adolescent Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Watson">Amanda Watson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this project is to create the conditions wherein every teacher, especially subjectarea experts, sees themselves as a teacher of language and vocabulary. Assessment and observational data suggest that students are not getting the support they need in vocabulary and reading comprehension, and secondary teachers do not currently have the confidence or expertise to provide this support. This study seeks to examine the impact of 10-20 minutes of daily, targeted instruction around orthography and vocabulary on student competence with the navigation of complex vocabulary and comprehension of subject-specific concepts and texts. The first phase of the pilot included 6 participating classroom teachers of grades 9 and 10 English (95 students in total) who administered an initial reading comprehension assessment. The results of this assessment indicated that the vast majority of students were reading below grade level. Teachers were then provided with a slide deck of complete lessons on orthography, vocabulary (etymology, roots and affixes) and reading comprehension strategies. For five weeks, teachers delivered lessons with their students, implementing the recommended evidence-based teaching strategies. Students and teachers completed surveys to provide feedback on the value and impact of the method. The results confirmed that this was new learning for the students and that the teaching strategies improved engagement. The lessons succeeded in providing equitable access to challenge by simultaneously offering theoretical learning to proficient readers, and exposure and practice to weaker readers. A second reading comprehension was administered after 5 weeks of daily instruction. Average scores increased by 41%, and almost every student experienced progress. The first phase was not long enough to measure the impact of the method on vocabulary acquisition or reading comprehension of subject-specific texts, however. The project will use the results of the first phase to design the second phase, and new teaching and learning strategies will be added. The goals of the second phases are to increase motivation, and to grow the daily practice beyond English class and into science and / or math. This team will continue to document a continuation of the daily lessons, Commented [E1]: Please do not use rhetorical questions in the abstract. measure the impact of the strategies, and address questions about the correlation between daily practice and improvements in the skills students need for vocabulary acquisition and disciplinary reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=etymology" title=" etymology"> etymology</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20study" title=" word study"> word study</a>, <a href="https://publications.waset.org/abstracts/search?q=disciplinary" title=" disciplinary"> disciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/165148/an-examination-of-the-benefits-of-disciplinary-classroom-support-of-word-study-vocabulary-and-comprehension-for-adolescent-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> The Priming Effect of Morphology, Phonology, Semantics, and Orthography in Mandarin Chinese: A Prime Paradigm Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bingqing%20Xu">Bingqing Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenxing%20Shuai"> Wenxing Shuai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the priming effects of different Chinese compound words by native Mandarin speakers. There are lots of homonym, polysemy, and synonym in Chinese. However, it is unclear which kind of words have the biggest priming effect. Native Mandarin speakers were tested in a visual-word lexical decision experiment. The stimuli, which are all two-character compound words, consisted of two parts: primes and targets. Five types of relationships were used in all stimuli: morphologically related condition, in which the prime and the target contain the same morpheme; orthographically related condition, in which the target and the prime contain the different morpheme with the same form; phonologically related condition, in which the target and the prime contain the different morpheme with the same phonology; semantically related condition, in which the target and the prime contain the different morpheme with similar meanings; totally unrelated condition. The time since participants saw the target to respond was recorded. Analyses on reaction time showed that the average reaction time of morphologically related targets was much shorter than others, suggesting the morphological priming effect is the biggest. However, the reaction time of the phonologically related conditions was the longest, even longer than unrelated conditions. According to scatter plots analyses, 86.7% of participants had priming effects in morphologically related conditions, only 20% of participants had priming effects in phonologically related conditions. These results suggested that morphologically related conditions had the biggest priming effect. The orthographically and semantically related conditions also had priming effects, whereas the phonologically related conditions had few priming effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=priming%20effect" title="priming effect">priming effect</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a> </p> <a href="https://publications.waset.org/abstracts/135493/the-priming-effect-of-morphology-phonology-semantics-and-orthography-in-mandarin-chinese-a-prime-paradigm-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135493.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> The Impact of the Lexical Quality Hypothesis and the Self-Teaching Hypothesis on Reading Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anastasios%20Ntousas">Anastasios Ntousas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the following paper is to analyze the relationship between the lexical quality and the self-teaching hypothesis and their impact on the reading ability. The following questions emerged, is there a correlation between the effective reading experience that the lexical quality hypothesis proposes and the self-teaching hypothesis, would the ability to read by analogy facilitate and create stable, synchronized four-word representational, and would word morphological knowledge be a possible extension of the self-teaching hypothesis. The lexical quality hypothesis speculates that words include four representational attributes, phonology, orthography, morpho-syntax, and meaning. Those four-word representations work together to make word reading an effective task. A possible lack of knowledge in one of the representations might disrupt reading comprehension. The degree that the four-word features connect together makes high and low lexical word quality representations. When the four-word representational attributes connect together effectively, readers have a high lexical quality of words; however, when they hardly have a strong connection with each other, readers have a low lexical quality of words. Furthermore, the self-teaching hypothesis proposes that phonological recoding enables printed word learning. Phonological knowledge and reading experience facilitate the acquisition and consolidation of specific-word orthographies. The reading experience is related to strong reading comprehension. The more readers have contact with texts, the better readers they become. Therefore, their phonological knowledge, as the self-teaching hypothesis suggests, might have a facilitative impact on the consolidation of the orthographical, morphological-syntax and meaning representations of unknown words. The phonology of known words might activate effectively the rest of the representational features of words. Readers use their existing phonological knowledge of similarly spelt words to pronounce unknown words; a possible transference of this ability to read by analogy will appear with readers’ morphological knowledge. Morphemes might facilitate readers’ ability to pronounce and spell new unknown words in which they do not have lexical access. Readers will encounter unknown words with similarly phonemes and morphemes but with different meanings. Knowledge of phonology and morphology might support and increase reading comprehension. There was a careful selection, discussion of theoretical material and comparison of the two existing theories. Evidence shows that morphological knowledge improves reading ability and comprehension, so morphological knowledge might be a possible extension of the self-teaching hypothesis, the fundamental skill to read by analogy can be implemented to the consolidation of word – specific orthographies via readers’ morphological knowledge, and there is a positive correlation between effective reading experience and self-teaching hypothesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morphology" title="morphology">morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20ability" title=" reading ability"> reading ability</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/110608/the-impact-of-the-lexical-quality-hypothesis-and-the-self-teaching-hypothesis-on-reading-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Differences in Assessing Hand-Written and Typed Student Exams: A Corpus-Linguistic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jutta%20Ransmayr">Jutta Ransmayr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The digital age has long arrived at Austrian schools, so both society and educationalists demand that digital means should be integrated accordingly to day-to-day school routines. Therefore, the Austrian school-leaving exam (A-levels) can now be written either by hand or by using a computer. However, the choice of writing medium (pen and paper or computer) for written examination papers, which are considered 'high-stakes' exams, raises a number of questions that have not yet been adequately investigated and answered until recently, such as: What effects do the different conditions of text production in the written German A-levels have on the component of normative linguistic accuracy? How do the spelling skills of German A-level papers written with a pen differ from those that the students wrote on the computer? And how is the teacher's assessment related to this? Which practical desiderata for German didactics can be derived from this? In a trilateral pilot project of the Austrian Center for Digital Humanities (ACDH) of the Austrian Academy of Sciences and the University of Vienna in cooperation with the Austrian Ministry of Education and the Council for German Orthography, these questions were investigated. A representative Austrian learner corpus, consisting of around 530 German A-level papers from all over Austria (pen and computer written), was set up in order to subject it to a quantitative (corpus-linguistic and statistical) and qualitative investigation with regard to the spelling and punctuation performance of the high school graduates and the differences between pen- and computer-written papers and their assessments. Relevant studies are currently available mainly from the Anglophone world. These have shown that writing on the computer increases the motivation to write, has positive effects on the length of the text, and, in some cases, also on the quality of the text. Depending on the writing situation and other technical aids, better results in terms of spelling and punctuation could also be found in the computer-written texts as compared to the handwritten ones. Studies also point towards a tendency among teachers to rate handwritten texts better than computer-written texts. In this paper, the first comparable results from the German-speaking area are to be presented. Research results have shown that, on the one hand, there are significant differences between handwritten and computer-written work with regard to performance in orthography and punctuation. On the other hand, the corpus linguistic investigation and the subsequent statistical analysis made it clear that not only the teachers' assessments of the students’ spelling performance vary enormously but also the overall assessments of the exam papers – the factor of the production medium (pen and paper or computer) also seems to play a decisive role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exam%20paper%20assessment" title="exam paper assessment">exam paper assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=pen%20and%20paper%20or%20computer" title=" pen and paper or computer"> pen and paper or computer</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20corpora" title=" learner corpora"> learner corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/131718/differences-in-assessing-hand-written-and-typed-student-exams-a-corpus-linguistic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Problems of Learning English Vowels Pronunciation in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wasila%20Lawan%20Gadanya">Wasila Lawan Gadanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the problems of learning English vowel pronunciation. The objective is to identify some of the factors that affect the learning of English vowel sounds and their proper realization in words. The theoretical framework adopted is based on both error analysis and contrastive analysis. The data collection instruments used in the study are questionnaire and word list for the respondents (students) and observation of some of their lecturers. All the data collected were analyzed using simple percentage. The findings show that it is not a single factor that affects the learning of English vowel pronunciation rather many factors concurrently do so. Among the factors examined, it has been found that lack of correlation between English orthography and its pronunciation, not mother-tongue (which most people consider as a factor affecting learning of the pronunciation of a second language), has the greatest influence on students’ learning and realization of English vowel sounds since the respondents in this study are from different ethnic groups of Nigeria and thus speak different languages but having the same or almost the same problem when pronouncing the English vowel sounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20vowels" title="English vowels">English vowels</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a> </p> <a href="https://publications.waset.org/abstracts/40169/problems-of-learning-english-vowels-pronunciation-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Recurrent Patterns of Netspeak among Selected Nigerians on WhatsApp Platform: A Quest for Standardisation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lily%20Chimuanya">Lily Chimuanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Ajiboye"> Esther Ajiboye</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uba"> Emmanuel Uba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the consequences of online communication is the birth of new orthography genres characterised by novel conventions of abbreviation and acronyms usually referred to as Netspeak. Netspeak, also known as internet slang, is a style of writing mainly used in online communication to limit the length of text characters and to save time. The aim of this study is to evaluate how second language users of the English language have internalised this new convention of writing; identify the recurrent patterns of Netspeak; and assess the consistency of the use of the identified patterns in relation to their meanings. The study is corpus-based, and data drawn from WhatsApp chart pages of selected groups of Nigerian English speakers show a large occurrence of inconsistencies in the patterns of Netspeak and their meanings. The study argues that rather than emphasise the negative impact of Netspeak on the communicative competence of second language users, studies should focus on suggesting models as yardsticks for standardising the usage of Netspeak and indeed all other emerging language conventions resulting from online communication. This stance stems from the inevitable global language transformation that is eminent with the coming of age of information technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abbreviation" title="abbreviation">abbreviation</a>, <a href="https://publications.waset.org/abstracts/search?q=acronyms" title=" acronyms"> acronyms</a>, <a href="https://publications.waset.org/abstracts/search?q=Netspeak" title=" Netspeak"> Netspeak</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20communication" title=" online communication"> online communication</a>, <a href="https://publications.waset.org/abstracts/search?q=standardisation" title=" standardisation"> standardisation</a> </p> <a href="https://publications.waset.org/abstracts/70670/recurrent-patterns-of-netspeak-among-selected-nigerians-on-whatsapp-platform-a-quest-for-standardisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Development of a French to Yorùbá Machine Translation System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjamen%20Nathaniel">Benjamen Nathaniel</a>, <a href="https://publications.waset.org/abstracts/search?q=Eludiora%20Safiriyu%20Ijiyemi"> Eludiora Safiriyu Ijiyemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Egume%20Oneme%20Lucky"> Egume Oneme Lucky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review on machine translation systems shows that a lot of computational artefacts has been carried out to translate written or spoken texts from a source language to Yorùbá language through Machine Translation systems. However, there are no work on French to Yorùbá language machine translation system; hence, the study investigated the process involved in the translation of French-to-Yorùbá language equivalent with the view to adopting a rule- based MT approach to build a Machine Translation framework from simple sentences administered through questionnaire. Articles and relevant textbooks were reviewed with key speakers of both languages interviewed to find out the processes involved in the translation of French language and their equivalent in Yorùbálanguage simple sentences using home domain terminologies. Achieving this, a model was formulated using phrase grammar structure, re-write rule, parse tree, automata theory- based techniques, designed and implemented respectively with unified modeling language (UML) and python programming language. Analysing the result, it was observed when carrying out the result that, the Machine Translation system performed 18.45% above Experimental Subject Respondent and 2.7% below Linguistics Expert when analysed with word orthography, sentence syntax and semantic correctness of the sentences. And, when compared with Google Machine Translation system, it was noticed that the developed system performed better on lexicons of the target language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation%20%28MT%29" title="machine translation (MT)">machine translation (MT)</a>, <a href="https://publications.waset.org/abstracts/search?q=rule-based" title=" rule-based"> rule-based</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoru%60ba%C2%B4%20language" title=" Yoru`ba´ language"> Yoru`ba´ language</a> </p> <a href="https://publications.waset.org/abstracts/181699/development-of-a-french-to-yoruba-machine-translation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Effectiveness of Using Phonemic Awareness Based Activities in Improving Decoding Skills of Third Grade Students Referred for Reading Disabilities in Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Mohamed%20Emam">Mahmoud Mohamed Emam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Oman the number of students referred for reading disabilities is on the rise. Schools serve these students by placement in the so-called learning disabilities unit. Recently the author led a strategic project to train teachers on the use of curriculum based measurement to identify students with reading disabilities in Oman. Additional the project involved training teachers to use phonemic awareness based activities to improve reading skills of those students. Phonemic awareness refers to the ability to notice, think about, and work with the individual sounds in words. We know that a student's skill in phonemic awareness is a good predictor of later reading success or difficulty. Using multiple baseline design across four participants the current studies investigated the effectiveness of using phonemic awareness based activities to improve decoding skills of third grade students referred for reading disabilities in Oman. During treatment students received phonemic awareness based activities that were designed to fulfill the idiosyncratic characteristics of Arabic language phonology as well as orthography. Results indicated that the phonemic awareness based activities were effective in substantially increasing the number of correctly decoded word for all four participants. Maintenance of strategy effects was evident for the weeks following the termination of intervention for the four students. In addition, the effects of intervention generalized to decoding novel words for all four participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title="learning disabilities">learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemic%20awareness" title=" phonemic awareness"> phonemic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20graders" title=" third graders"> third graders</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/21536/effectiveness-of-using-phonemic-awareness-based-activities-in-improving-decoding-skills-of-third-grade-students-referred-for-reading-disabilities-in-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">642</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> True and False Cognates of Japanese, Chinese and Philippine Languages: A Contrastive Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Marie%20E.%20Ocdenaria">Jose Marie E. Ocdenaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Riceli%20C.%20Mendoza"> Riceli C. Mendoza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Culturally, languages meet, merge, share, exchange, appropriate, donate, and divide in and to and from each other. Further, this type of recurrence manifests in East Asian cultures, where language influence diffuses across geographical proximities. Historically, China has notable impacts on Japan’s culture. For instance, Japanese borrowed words from China and their way of reading and writing. This qualitative and descriptive employing contrastive analysis study addressed the true and false cognates of Japanese-Philippine languages and Chinese-Philippine languages. It involved a rich collection of data from various sources like textual pieces of evidence or corpora to gain a deeper understanding of true and false cognates between L1 and L2. Cognates of Japanese-Philippine languages and Chinese-Philippine languages were analyzed contrastively according to orthography, phonology, and semantics. The words presented were the roots; however, derivatives, reduplications, and variants of stress were included when they shed emphases on the comparison. The basis of grouping the cognates was its phonetic-semantic resemblance. Based on the analysis, it revealed that there are words which may have several types of lexical relationship. Further, the study revealed that the Japanese language has more false cognates in the Philippine languages, particularly in Tagalog and Cebuano. On the other hand, there are more true cognates of Chinese in Tagalog. It is the hope of this study to provide a significant contribution to a diverse audience. These include the teachers and learners of foreign languages such as Japanese and Chinese, future researchers and investigators, applied linguists, curricular theorists, community, and publishers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Contrastive%20Analysis" title="Contrastive Analysis">Contrastive Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese" title=" Japanese"> Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20and%20Philippine%20languages" title=" Chinese and Philippine languages"> Chinese and Philippine languages</a>, <a href="https://publications.waset.org/abstracts/search?q=Qualitative%20and%20descriptive%20study" title=" Qualitative and descriptive study"> Qualitative and descriptive study</a>, <a href="https://publications.waset.org/abstracts/search?q=True%20and%20False%20Cognates" title=" True and False Cognates"> True and False Cognates</a> </p> <a href="https://publications.waset.org/abstracts/121040/true-and-false-cognates-of-japanese-chinese-and-philippine-languages-a-contrastive-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Social-Cognitive Aspects of Interpretation: Didactic Approaches in Language Processing and English as a Second Language Difficulties in Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Schnell%20Zsuzsanna">Schnell Zsuzsanna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The interpretation of written texts, language processing in the visual domain, in other words, atypical reading abilities, also known as dyslexia, is an ever-growing phenomenon in today’s societies and educational communities. The much-researched problem affects cognitive abilities and, coupled with normal intelligence normally manifests difficulties in the differentiation of sounds and orthography and in the holistic processing of written words. The factors of susceptibility are varied: social, cognitive psychological, and linguistic factors interact with each other. Methods: The research will explain the psycholinguistics of dyslexia on the basis of several empirical experiments and demonstrate how domain-general abilities of inhibition, retrieval from the mental lexicon, priming, phonological processing, and visual modality transfer affect successful language processing and interpretation. Interpretation of visual stimuli is hindered, and the problem seems to be embedded in a sociocultural, psycholinguistic, and cognitive background. This makes the picture even more complex, suggesting that the understanding and resolving of the issues of dyslexia has to be interdisciplinary, aided by several disciplines in the field of humanities and social sciences, and should be researched from an empirical approach, where the practical, educational corollaries can be analyzed on an applied basis. Aim and applicability: The lecture sheds light on the applied, cognitive aspects of interpretation, social cognitive traits of language processing, the mental underpinnings of cognitive interpretation strategies in different languages (namely, Hungarian and English), offering solutions with a few applied techniques for success in foreign language learning that can be useful advice for the developers of testing methodologies and measures across ESL teaching and testing platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=transparency" title=" transparency"> transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=modalities" title=" modalities"> modalities</a> </p> <a href="https://publications.waset.org/abstracts/165654/social-cognitive-aspects-of-interpretation-didactic-approaches-in-language-processing-and-english-as-a-second-language-difficulties-in-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165654.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> German for Business Lawyers: A Practical Example of a German University of Applied Sciences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angelika%20Dorawa">Angelika Dorawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lena%20Kreppel"> Lena Kreppel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing in the disciplines plays a major role at Universities. On the one hand, lectures look at the substance of assignments and on the other hand, they expect students to meet professional standards of layout and proofreading. However, the integration of writing concepts into the range of subjects is new to German Universities of Applied Sciences, which are focused on technical and scientific contexts. The Westphalian University of Applied Sciences (WH) established a successful program Talente_schreiben (Writing_Talents) that was funded by the Federal Ministry of Education and Research to improve written language skills for first-semester students at the WH. Besides having the main focus on basic language skills on all language levels, we also concentrate on subject-specific programs such as writing in the disciplines and are pioneers in this field in Germany. Since 2013, we started to include learning-to-write programs since first-semester students of Business Law studies must complete a writing assignment in the form and writing style of a legal opinion in order to fulfill their undergraduate degree requirements. To support our students at its best, our course for business lawyers focuses not only on the writing skills per se, but also on teaching both, the content and the particular discourse of the discipline. Hence, a specialist in German studies and a faculty tutor share the experience of processing, producing and reflecting a text. Whereas the German studies specialist refers to the rhetorical context such as orthography, grammar etc., the tutor acts as a guide on the side referring to the course content itself. In our presentation, we want to give an insight of the practice of a business law discipline, the combination of rhetoric and composition and discuss the methodological and didactic approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=German%20for%20business%20lawyers" title="German for business lawyers">German for business lawyers</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20development" title=" talent development"> talent development</a>, <a href="https://publications.waset.org/abstracts/search?q=pioneer%20program" title=" pioneer program"> pioneer program</a>, <a href="https://publications.waset.org/abstracts/search?q=Germany" title=" Germany"> Germany</a> </p> <a href="https://publications.waset.org/abstracts/59234/german-for-business-lawyers-a-practical-example-of-a-german-university-of-applied-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Cognitive Linguistic Features Underlying Spelling Development in a Second Language: A Case Study of L2 Spellers in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Van%20Staden">A. Van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tolmie"> A. Tolmie</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Vorster"> E. Vorster</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research confirms the multifaceted nature of spelling development and underscores the importance of both cognitive and linguistic skills that affect sound spelling development such as working and long-term memory, phonological and orthographic awareness, mental orthographic images, semantic knowledge and morphological awareness. This has clear implications for many South African English second language spellers (L2) who attempt to become proficient spellers. Since English has an opaque orthography, with irregular spelling patterns and insufficient sound/grapheme correspondences, L2 spellers can neither rely, nor draw on the phonological awareness skills of their first language (for example Sesotho and many other African languages), to assist them to spell the majority of English words. Epistemologically, this research is informed by social constructivism. In addition the researchers also hypothesized that the principles of the Overlapping Waves Theory was an appropriate lens through which to investigate whether L2 spellers could significantly improve their spelling skills via the implementation of an alternative route to spelling development, namely the orthographic route, and more specifically via the application of visual imagery. Post-test results confirmed the results of previous research that argues for the interactive nature of different cognitive and linguistic systems such as working memory and its subsystems and long-term memory, as learners were systematically guided to store visual orthographic images of words in their long-term lexicons. Moreover, the results have shown that L2 spellers in the experimental group (n = 9) significantly outperformed L2 spellers (n = 9) in the control group whose intervention involved phonological awareness (and coding) including the teaching of spelling rules. Consequently, L2 learners in the experimental group significantly improved in all the post-test measures included in this investigation, namely the four sub-tests of short-term memory; as well as two spelling measures (i.e. diagnostic and standardized measures). Against this background, the findings of this study look promising and have shown that, within a social-constructivist learning environment, learners can be systematically guided to apply higher-order thinking processes such as visual imagery to successfully store and retrieve mental images of spelling words from their output lexicons. Moreover, results from the present study could play an important role in directing research into this under-researched aspect of L2 literacy development within the South African education context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20second%20language%20spellers" title="English second language spellers">English second language spellers</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20and%20orthographic%20coding" title=" phonological and orthographic coding"> phonological and orthographic coding</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructivism" title=" social constructivism"> social constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20imagery%20as%20spelling%20strategy" title=" visual imagery as spelling strategy"> visual imagery as spelling strategy</a> </p> <a href="https://publications.waset.org/abstracts/46165/cognitive-linguistic-features-underlying-spelling-development-in-a-second-language-a-case-study-of-l2-spellers-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">359</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Investigating the Influences of Long-Term, as Compared to Short-Term, Phonological Memory on the Word Recognition Abilities of Arabic Readers vs. Arabic Native Speakers: A Word-Recognition Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Insiya%20Bhalloo">Insiya Bhalloo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is quite common in the Muslim faith for non-Arabic speakers to be able to convert written Arabic, especially Quranic Arabic, into a phonological code without significant semantic or syntactic knowledge. This is due to prior experience learning to read the Quran (a religious text written in Classical Arabic), from a very young age such as via enrolment in Quranic Arabic classes. As compared to native speakers of Arabic, these Arabic readers do not have a comprehensive morpho-syntactic knowledge of the Arabic language, nor can understand, or engage in Arabic conversation. The study seeks to investigate whether mere phonological experience (as indicated by the Arabic readers’ experience with Arabic phonology and the sound-system) is sufficient to cause phonological-interference during word recognition of previously-heard words, despite the participants’ non-native status. Both native speakers of Arabic and non-native speakers of Arabic, i.e., those individuals that learned to read the Quran from a young age, will be recruited. Each experimental session will include two phases: An exposure phase and a test phase. During the exposure phase, participants will be presented with Arabic words (n=40) on a computer screen. Half of these words will be common words found in the Quran while the other half will be words commonly found in Modern Standard Arabic (MSA) but either non-existent or prevalent at a significantly lower frequency within the Quran. During the test phase, participants will then be presented with both familiar (n = 20; i.e., those words presented during the exposure phase) and novel Arabic words (n = 20; i.e., words not presented during the exposure phase. ½ of these presented words will be common Quranic Arabic words and the other ½ will be common MSA words but not Quranic words. Moreover, ½ the Quranic Arabic and MSA words presented will be comprised of nouns, while ½ the Quranic Arabic and MSA will be comprised of verbs, thereby eliminating word-processing issues affected by lexical category. Participants will then determine if they had seen that word during the exposure phase. This study seeks to investigate whether long-term phonological memory, such as via childhood exposure to Quranic Arabic orthography, has a differential effect on the word-recognition capacities of native Arabic speakers and Arabic readers; we seek to compare the effects of long-term phonological memory in comparison to short-term phonological exposure (as indicated by the presentation of familiar words from the exposure phase). The researcher’s hypothesis is that, despite the lack of lexical knowledge, early experience with converting written Quranic Arabic text into a phonological code will help participants recall the familiar Quranic words that appeared during the exposure phase more accurately than those that were not presented during the exposure phase. Moreover, it is anticipated that the non-native Arabic readers will also report more false alarms to the unfamiliar Quranic words, due to early childhood phonological exposure to Quranic Arabic script - thereby causing false phonological facilitatory effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modern%20standard%20arabic" title="modern standard arabic">modern standard arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20facilitation" title=" phonological facilitation"> phonological facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20memory" title=" phonological memory"> phonological memory</a>, <a href="https://publications.waset.org/abstracts/search?q=Quranic%20arabic" title=" Quranic arabic"> Quranic arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20recognition" title=" word recognition"> word recognition</a> </p> <a href="https://publications.waset.org/abstracts/88574/investigating-the-influences-of-long-term-as-compared-to-short-term-phonological-memory-on-the-word-recognition-abilities-of-arabic-readers-vs-arabic-native-speakers-a-word-recognition-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Recognition of Spelling Problems during the Text in Progress: A Case Study on the Comments Made by Portuguese Students Newly Literate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Calil">E. Calil</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20A.%20Pereira"> L. A. Pereira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The acquisition of orthography is a complex process, involving both lexical and grammatical questions. This learning occurs simultaneously with the domain of multiple textual aspects (e.g.: graphs, punctuation, etc.). However, most of the research on orthographic acquisition focus on this acquisition from an autonomous point of view, separated from the process of textual production. This means that their object of analysis is the production of words selected by the researcher or the requested sentences in an experimental and controlled setting. In addition, the analysis of the Spelling Problems (SP) are identified by the researcher on the sheet of paper. Considering the perspective of Textual Genetics, from an enunciative approach, this study will discuss the SPs recognized by dyads of newly literate students, while they are writing a text collaboratively. Six proposals of textual production were registered, requested by a 2nd year teacher of a Portuguese Primary School between January and March 2015. In our case study we discuss the SPs recognized by the dyad B and L (7 years old). We adopted as a methodological tool the Ramos System audiovisual record. This system allows real-time capture of the text in process and of the face-to-face dialogue between both students and their teacher, and also captures the body movements and facial expressions of the participants during textual production proposals in the classroom. In these ecological conditions of multimodal registration of collaborative writing, we could identify the emergence of SP in two dimensions: i. In the product (finished text): SP identification without recursive graphic marks (without erasures) and the identification of SPs with erasures, indicating the recognition of SP by the student; ii. In the process (text in progress): identification of comments made by students about recognized SPs. Given this, we’ve analyzed the comments on identified SPs during the text in progress. These comments characterize a type of reformulation referred to as Commented Oral Erasure (COE). The COE has two enunciative forms: Simple Comment (SC) such as ' 'X' is written with 'Y' '; or Unfolded Comment (UC), such as ' 'X' is written with 'Y' because...'. The spelling COE may also occur before or during the SP (Early Spelling Recognition - ESR) or after the SP has been entered (Later Spelling Recognition - LSR). There were 631 words entered in the 6 stories written by the B-L dyad, 145 of them containing some type of SP. During the text in progress, the students recognized orally 174 SP, 46 of which were identified in advance (ESRs) and 128 were identified later (LSPs). If we consider that the 88 erasure SPs in the product indicate some form of SP recognition, we can observe that there were twice as many SPs recognized orally. The ESR was characterized by SC when students asked their colleague or teacher how to spell a given word. The LSR presented predominantly UC, verbalizing meta-orthographic arguments, mostly made by L. These results indicate that writing in dyad is an important didactic strategy for the promotion of metalinguistic reflection, favoring the learning of spelling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=erasure" title=" erasure"> erasure</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20awareness" title=" metalinguistic awareness"> metalinguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=spelling" title=" spelling"> spelling</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20production" title=" text production"> text production</a> </p> <a href="https://publications.waset.org/abstracts/83563/recognition-of-spelling-problems-during-the-text-in-progress-a-case-study-on-the-comments-made-by-portuguese-students-newly-literate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83563.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th 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