References of "Written Language and Literacy"
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See detailSpelling patterns of plural marking and learning trajectories in French taught as a foreign language
Weth, Constanze UL; Ugen, Sonja UL; Fayol, Michel et al

in Written Language and Literacy (in press), 24

Although French plural spelling has been studied extensively, the complexity of factors affecting the learning of French plural spelling are not yet fully explained, namely on the level of adjectival and ... [more ▼]

Although French plural spelling has been studied extensively, the complexity of factors affecting the learning of French plural spelling are not yet fully explained, namely on the level of adjectival and verbal plural. This study investigates spelling profiles of French plural markers of 228 multilingual grade 5 pupils with French taught as a foreign language. Three analyses on the learner performances of plural spelling in nouns, verbs and pre- and postnominal attributive adjectives were conducted (1) to detect the pupils’ spelling profiles of plural marking on the basis of the performances in the pretest, (2) to test the profiles against two psycholinguistic theories, and (3) to evaluate the impact of the training on each spelling profile in the posttest. The first analysis confirms the existing literature that pupils’ learning of French plural is not random but ordered and emphasizes the role of the position for adjectives (pre- or postnominal) on correct plural spelling. The second analysis reveals the theoretical difficulties of predicting spelling of adjectival and verbal plural. The third analysis shows that strong and poor spellers both benefit from a morphosyntactic training and provides transparency and traceability of the learning trajectories. Together, the descriptive analyses reveal clear patterns of intra-individual spelling profiles. They point to a need for further research in those areas that have empirically provided the most inconsistent results to date and that are not supported by the theories: verbs and adjectives. [less ▲]

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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 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 detailProducing written noun phrases in French
Maggio, Severine; Chenu, Florence; Bes De Berc, Guillemette et al

in Written Language and Literacy (2015), 18(1), 1-24

This research compares the time-course of the written production of bare nouns to that of noun phrases. French adults named pictures of objects either using or not using determiners. Resulting pauses and ... [more ▼]

This research compares the time-course of the written production of bare nouns to that of noun phrases. French adults named pictures of objects either using or not using determiners. Resulting pauses and writing rates were analyzed in relation to word-orthographic frequency, syllabic length, and phoneme-to-grapheme consistency at the end of words. More specifically, we showed that the noun production process begins as soon the determiner production is initiated (word frequency effect on latencies, length and consistency effects on determiner writing rate) and continued during the course of the noun production. When the determiner was absent, the management of writing was different: the writer slowed the production speed, probably in order to realize the lexeme processing that s/he could not do in the absence of the determiner production time. These results provided further evidence that some form of parallel processing occurs in written word production and led us to sketch the time-course of the noun spelling in written denomination of a noun phrase. [less ▲]

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See detailSimilarities and differences of Luxembourgish and Romanophone 12 year old's spelling strategies in German and in French
Bodé, Sylvie UL; Serres, Joyce; Ugen, Sonja UL

in Written Language and Literacy (2009), 12(1), 82-96

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