Reference : The effect of a syntactic training on multilingual fifth graders' spelling patterns o...
Scientific journals : Article
Arts & humanities : Languages & linguistics
Educational Sciences
http://hdl.handle.net/10993/44398
The effect of a syntactic training on multilingual fifth graders' spelling patterns of noun capitalization in German
English
Bilici, Natalia mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Ugen, Sonja mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Weth, Constanze mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2019
Writing Systems Research
Taylor & Francis
11
2
95-109
Yes
International
1758-6801
1758-681X
United Kingdom
[en] Spelling acquisition ; silent syntactic markers ; capitalisation of nouns ; German as a second language ; German
[en] 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.
http://hdl.handle.net/10993/44398
10.1080/17586801.2020.1728011

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