References of "Weth, Constanze 50003327"
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See detailSyntaxorientierte Didaktik der Großschreibung - ein Forschungsüberblick
Bangel, Melanie; Rautenberg, Iris; Weth, Constanze UL

in Didaktik Deutsch (2020), 25(48), 55-70

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See detailDistinguishing Syntactic Markers From Morphological Markers. A Cross-Linguistic Comparison
Weth, Constanze UL

in Frontiers in Psychology (2020), 11(2082),

This brief review summarizes findings about syntactic markers, i.e., graphemic elements that indicate syntactic relations, such as inflection morphemes. Current spelling models subsume inflection with ... [more ▼]

This brief review summarizes findings about syntactic markers, i.e., graphemic elements that indicate syntactic relations, such as inflection morphemes. Current spelling models subsume inflection with derivation and stem alternations under “morphological spellings.” They hence consider inflection only in relation to the orthographic word. This paper argues that syntactic markers are a specific category as they are part of the orthographic word but also systematically tied to the presence of syntactic features above the word level. Syntactic spelling refers thus not only to the correct spelling of a syntactic marker but to its correct application within a given syntactical context. In syntactic reading, (proof)readers must notice the marker and interpret it correctly to understand the sentence. Syntactic spelling and reading have hence been found to be highly demanding in many languages. Syntactic information is not decisive for sentence understanding in many cases, since the information can be deduced from the context. In order to focus the definition of syntactic markers, this paper restricts them to those graphemic elements that convey syntactical but no lexical features and are further unrelated to phonology. The paper concludes that syntactic markers and spelling should be distinguished from morphological spelling. Examples are given for English, French, Dutch, and German. [less ▲]

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See detailSchon alles gesagt zur satzinternen Großschreibung? Perspektiven auf die aktuellen Diskussionen in der Sprachdidaktik
Weth, Constanze UL

in Deutschunterricht (Der): Beiträge zu seiner Praxis und wissenschaftlichen Grundlegung (2020), 2020(2), 44-52

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See detailSpelling patterns of German 4th graders in French vowels: Insights into spelling solutions within and across two alphabetic writing systems
Weth, Constanze UL; Wollschläger, Rachel UL

in Writing Systems Research (2020)

Cross-language transfer in vowel spelling is difficult to detect because the relation between a vowel and its grapheme is often ambiguous within a writing system and the interpretation of transfer complex ... [more ▼]

Cross-language transfer in vowel spelling is difficult to detect because the relation between a vowel and its grapheme is often ambiguous within a writing system and the interpretation of transfer complex. This study examined French spelling patterns of German fourth graders with French as Foreign language cross-linguistically by applying a fine-grained measure to the differences in spelling, tested with a dictation. The study differentiated between phonologically and graphematically joint vs. unshared vowel graphemes in French and German and the contribution of each category to transfer. Instead of testing orthographic knowledge as in applying the orthographic norm correctly, it used the model of the ‘graphematic solution space’ [Neef, M. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1(1), 708–721.] that takes into account spelling that is graphematically licensed within the involved writing system. The analysis distinguished between poor and good German spellers to get insights on the relation of the pupils’ competence in the German and French spelling. Results showed an influence of the phonological and graphematic overlap in the spelling patterns, but also inconsistencies with both writing systems. The findings challenge statistical learning in multilingual contexts as the produced graphotactic patterns are rather French-like than French. [less ▲]

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See detailThe impact of syntactic and lexical trainings on capitalization of nouns in German in grade five
Brucher, Linda; Ugen, Sonja UL; Weth, Constanze UL

in L1-Educational Studies in Language and Literature (2020), 20

Many orthographies include syntactic markers not represented in phonology. In general, to correctly use these syntactic markers, learners have to analyze and understand the syntactic context of the word ... [more ▼]

Many orthographies include syntactic markers not represented in phonology. In general, to correctly use these syntactic markers, learners have to analyze and understand the syntactic context of the word to be written. Capitalization of nouns, a syntactic marker in German, involves marking heads of noun phrases and is challenging for learners. The aim of this intervention study was to evaluate the effects of syntactic and lexical based trainings on capitalization of nouns. 114 Luxembourgish fifth-graders were assigned to two syntactic groups, a lexical group and a passive control group. The syntactic groups focused on two variants of training syntactic structures within the noun phrase. The lexical group focu-sed on lexical characteristics of nouns and the control group received reading input. The posttest results show that the students in the intervention groups profited from the syntactic-based training. The follow-up test shows that the intervention was sustainable, as the improvement remains stable. The study indicates that a greater focus on syntactic structures can effectively enhance the use of syntactic markers of capitalizations. Although this approach is initially harder to acquire, it covers all cases of capitalization. [less ▲]

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See detailForeign schriftdenken in ausbau languages Luxembourgish and Rusyn orthographies in multiple language contact
Weth, Constanze UL; Bunčić, Daniel

in Written Language and Literacy (2020), 23(2), 289-312

The concept of schriftdenken describes how the knowledge of a writing system in use guides the creation of a writing system for a yet to be standardized language. Trubetzkoy described this effect with ... [more ▼]

The concept of schriftdenken describes how the knowledge of a writing system in use guides the creation of a writing system for a yet to be standardized language. Trubetzkoy described this effect with reference to the invention of the Glagolitic alphabet in the 9th century with Greek as the reference writing system. This paper demonstrates schriftdenken and measures to increase orthographic differences in two writing systems with a relatively young history: Luxembourgish (a Germanic language) and Rusyn (a Slavic language). In the Luxembourgish context, schriftdenken and orthographic separation are revealed by the historical context, whereas in the Rusyn context, both practices are related to different geographic contact situations in the countries where Rusyn is spoken and written. The reference languages for Luxem¬bourg¬ish are German, French and Dutch; for Rusyn, they are Russian, Ukrainian, Church Slavonic, Polish and Slovak. [less ▲]

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See detailGrammatische Strukturen im mehrsprachigen Kontext sichtbar und begreifbar machen: Vorstellung des grammatikdidaktischen Materials Bausteng Grammatik – Bausteine Grammatik
Weth, Constanze UL

in Langlotz, Miriam (Ed.) Grammatikdidaktik – theoretische und empirische Zugänge zu sprachlicher Heterogenität (2020)

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See detailLiteracies in contact: Forms, functions, and practices
Weth, Constanze UL; Böhm, Manuela; Bunčić, Daniel

in Written Language and Literacy (2020), 23(2), 133-153

Research on language contact has so far mainly focused on oral situations, although standardization and language ideologies always have an important influence on multilingualism in both its written and ... [more ▼]

Research on language contact has so far mainly focused on oral situations, although standardization and language ideologies always have an important influence on multilingualism in both its written and its spoken form. This raises the question of which theoretical models are most suitable for the description of written language contact. The present paper recalls linguistic investigations of written language. Some research on multilingual writing shares concepts with research on oral language contacts, always adapting them for writing. Other research develops new concepts for investigating multilingual writing. Within the framework of research on multilingualism, some concepts approach language contact as a question of systematic interactions between linguistic systems (e.g. borrowing, code-switching, graphe¬mat¬ic matrix, schriftdenken), other concepts envisage language contact as a multilingual practice (e.g. translanguaging, multimodal analysis, biliteracy). Written language contact is an especially fruitful field of study for pointing out major differences between these two research traditions and for bridging them. [less ▲]

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See detailClara Mortamet (dir.), L’orthographe. Pratiques d’élèves, pratiques d’enseignants, représentations
Weth, Constanze UL

Article for general public (2020)

compte rendu / report

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See detailTrigraph
Weth, Constanze UL

in Neef, Martin; Weingarten, Rüdiger (Eds.) Schriftlinguistik (2019)

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See detailArchigraphem
Weth, Constanze UL

in Neef, Martin; Weingarten, Rüdiger (Eds.) Schriftlinguistik (2019)

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See detailThe effect of a syntactic training on multilingual fifth graders' spelling patterns of noun capitalization in German
Bilici, Natalia UL; Ugen, Sonja UL; Weth, Constanze UL

in Writing Systems Research (2019), 11(2), 95-109

Silent orthographic syntactic markers, such as capitalisation of nouns in German are prone to error throughout schooling. The present study explores the spelling patterns related to capitalisation in ... [more ▼]

Silent orthographic syntactic markers, such as capitalisation of nouns in German are prone to error throughout schooling. The present study explores the spelling patterns related to capitalisation in multilingual pupils with German as a second language and investigates the efficiency of a syntax-based teaching approach of capitalisation for pupils’ spelling performance (n = 246). The results show, firstly, that pupils with German as a second language show similar capitalisation patterns influenced by lexico-semantic and positional factors as pupils with German as a first language. Secondly, the results suggest that a syntax-based teaching approach to capitalisation of nouns is highly effective especially for nominalizations. The study supports the assumption that stimulating pupils’ attention to syntactic structures is beneficial for spelling when these features are represented clearly and regularly in the writing system, but not in phonology. [less ▲]

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See detailGraphematisches Segment
Weth, Constanze UL

in Neef, Martin; Weingarten, Rüdiger (Eds.) Schriftlinguistik (2019)

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See detailZusammengesetztes Graphem
Weth, Constanze UL

in Weingarten, Rüdiger; Neef, Martin (Eds.) Schriftlinguistik (2019)

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See detailThe Effect of Morphosyntactic Training on Multilingual Fifth-Graders' Spelling in French
Bilici, Natalia UL; Ugen, Sonja UL; Fayol, Michel UL et al

in Applied Psycholinguistics (2018), 39(6), 1319-1343

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See detailTyranny of Writing: Ideologies of the Written Word
Weth, Constanze UL; Juffermans, Kasper UL

Book published by Bloomsbury (2018)

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See detailPhonetik, Phonologie und Schrift
Dahmen, Silvia; Weth, Constanze UL

Book published by Ferdinand Schöningh (2018)

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See detailIntroduction: The Tyranny of Writing in Language and Society
Weth, Constanze UL; Juffermans, Kasper UL

in Weth, Constanze; Juffermans, Kasper (Eds.) Tyranny of Writing: Ideologies of the Written Word (2018)

Detailed reference viewed: 187 (1 UL)