References of "Weth, Constanze 50003327"
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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 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 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 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 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 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 detailGraphematisches Segment
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 detailZusammengesetztes Graphem
Weth, Constanze UL

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

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See detailTrigraph
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 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)

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

Book published by Ferdinand Schöningh (2018)

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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 detailBausteng Grammatik - Bausteine Grammatik - Briques de Grammaire: Material zum Erforschen von Wörtern und Sätzen
Weth, Constanze UL

Book published by Ministère de l'Education nationale, de l'Enfance et de la Jeunesse / Université du Luxembourg (2017)

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See detailThe effect of training morphosyntactic markers in German and in French on multilingual fifth-graders' spelling.
Bilici, Natalia UL; Ugen, Sonja UL; Fayol, Michel UL et al

Scientific Conference (2017, June 26)

Many studies focussing on spelling in French and German languages show that, even by the end of the primary school, pupils have difficulties to encode morphosyntactic information in their writing ... [more ▼]

Many studies focussing on spelling in French and German languages show that, even by the end of the primary school, pupils have difficulties to encode morphosyntactic information in their writing. Particularly problematic are, for instance, capitalisation of nouns in German (Betzel 2014) or plural markers in French (Fayol et al. 2006), because they are inaudible and require knowledge that goes beyond simple phoneme-grapheme correspondences. Our paper presents how multilingual learners deal with silent morphosyntactic markers in French and German and shows the effects of an intervention training on children's spelling performance. In total our study included 228 multilingual fifth graders (mean age 11 years) with four years instruction in German and two years instruction in French. They were assigned to an intervention (n=137) and to a control group (n=91) based on the results of a spelling test in French and German. This was done by creating performance groups that were, in a second step, attributed to one of the experimental groups taking their performance into account (quasi-randomised procedure). The French test consisted of three word categories of different difficulty (nouns, verbs, adjectives). For adjectives only, position (pre- vs. post-nominal) was also manipulated. The German test focussed on three lexical-semantic characteristics (concrete nouns, abstract nouns, nominalizations) and four syntactical positions (determinant+noun, determinant+adjective+noun, adjective+noun, noun) frequent words and pseudo-words. Additionally, word frequency was manipulated within each language (frequent words vs. pseudowords). These difficulty levels have been based on the literature published on monolingual learners (French: Totereau et al. (2014), German: Funke (2005); Guenther (2007); Betzel (2014)). The children participated in 12 intervention sessions of 20 minutes each (six in German and six in French, the order was counterbalanced). Children of the intervention group were trained to improve their morphosyntactic awareness and thus spelling performance of French plurals and German capitalization. The control group received the same amount of language input than the intervention group, but they were trained on another aspect of language i.e. listening comprehension. Results from the pre-test show that multilingual children acquiring German and French show similar difficulty patterns as German or French monolinguals. The post-test shows that the intervention group improved significantly in both their German and French spelling in comparison to the control group in all word and pseudo-word categories and positions. The intervention group's performance increased especially on pseudo-words, indicating that the training had an effect on children's spelling according to syntactic regularities. The study results are specifically important to better understand the learning processes of morphosyntactic spelling in primary school. The implications on the teaching methods will be discussed. [less ▲]

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See detailReflexion über morphosyntaktische Strukturen im Deutschen und Französischen und deren Einfluss auf die Rechtschreibkompetenzen von 5.-Klässlern
Bilici, Natalia UL; Ugen, Sonja UL; Weth, Constanze UL

Scientific Conference (2016, September 20)

Wie verhalt sich ein explizites Grammatik-/Orthographietraining zu der meta- sprachlichen Reflexion der SchUler/innen? Dazu stellt der Vortrag Ergebnisse der Studie MorphoSyn vor. Die lnterventionsstudie ... [more ▼]

Wie verhalt sich ein explizites Grammatik-/Orthographietraining zu der meta- sprachlichen Reflexion der SchUler/innen? Dazu stellt der Vortrag Ergebnisse der Studie MorphoSyn vor. Die lnterventionsstudie ist in der 5. Klasse in Luxemburgi- schen Grundschulen verortet. ln der Studie mit Pre-/Posttest Design (N=280) er- halt die lnterventionsgruppe (N=140) ein Training zur ldentifizierung und Schrei- bung von nominalen Kernen (Deutsch) sowie ein Training zur ldentifizierung und Markierung von Singular-Plural Kongruenz (Franzosisch). Das Training umfasst 6 Einheiten zu je 20 Minuten pro Sprache. Ziel der Studie ist es zu ermitteln, ob sich die Rechtschreibleistungen der SchUler/innen in den trainierten Bereichen wesent- lich verbessern. Eine SchUlergruppe wurde Uber den gesamten Zeitraum der lntervention gefilmt. Videoausschnitte geben Aufschluss darUber, welche metasprachliche Reflexion in den Trainingseinheiten stattfindet und wie sich das Regelverstehen der lnterven- tion manifestiert. [less ▲]

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