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Dictionary of the British English Spelling System

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ISBN: 9782821876279 Language: English
Publisher: Open Book Publishers
Subject: Languages and Literatures
Added to DOAB on : 2019-12-06 13:15:39
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This book will tell all you need to know about British English spelling. It's a referente work intended for anyone interested in the English language, especially those who teach it, whatever the age or mother tongue of their students. It will be particularly useful to those wishing to produce well-designed materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training. English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa, it enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/grapheme phoneme correspondences keep company. Other unique features of this book include teacher-friendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters ) to be spelt with those single letters in non-final syllables.

Dictionary of the British English Spelling System

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ISBN: 9781783741090 9781783741083 Year: Pages: 522 DOI: 10.11647/OBP.0053 Language: English
Publisher: Open Book Publishers
Subject: Linguistics
Added to DOAB on : 2015-06-10 13:31:46
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This book will tell all you need to know about British English spelling. It’s a reference work intended for anyone interested in the English language, especially those who teach it, whatever the age or mother tongue of their students. It will be particularly useful to those wishing to produce well-designed materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training.English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa. It enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/grapheme-phoneme correspondences keep company.Other unique features of this book include teacher-friendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters ) to be spelt with those single letters in non-final syllables.

Frontiers in the Acquisition of Literacy

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Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889196562 Year: Pages: 112 DOI: 10.3389/978-2-88919-656-2 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Psychology
Added to DOAB on : 2016-08-16 10:34:25
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Learning to read, and to spell are two of the most important cultural skills that must be acquired by children, and for that matter, anyone learning a second language. We are not born with an innate ability to read. A reading system of mental representations that enables us to read must be formed in the brain. Learning to read in alphabetic orthographies is the acquisition of such a system, which links mental representations of visual symbols (letters) in print words, with pre-existing phonological (sound) and semantic (comprehension) cognitive systems for language. Although spelling draws on the same representational knowledge base and is usually correlated with reading, the acquisition processes involved are not quite the same. Spelling requires the sequential production of letters in words, and at beginning levels there may not be a full degree of integration of phonology with its representation by the orthography. Reading, on the other hand, requires only the recognition of a word for pronunciation. Hence, spelling is more difficult than reading, and learning to spell may necessitate more complete representations, or more conscious access to them. The learning processes that children use to acquire such cognitive systems in the brain, and whether these same processes are universal across different languages and orthographies are central theoretical questions. Most children learn to read and spell their language at the same time, thus the co-ordination of these two facets of literacy acquisition needs explication, as well as the effect of different teaching approaches on acquisition. Lack of progress in either reading and/or spelling is also a major issue of concern for parents and teachers necessitating a cross-disciplinary approach to the problem, encompassing major efforts from researchers in neuroscience, cognitive science, experimental psychology, and education. The purpose of this Research Topic is to summarize and review what has been accomplished so far, and to further explore these general issues. Contributions from different perspectives are welcomed and could include theoretical, computational, and empirical works that focus on the acquisition of literacy, including cross-orthographic research.

Chaucer and the Poets

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ISBN: 9781501707230 Year: Pages: 256 Language: English
Publisher: Cornell University Press
Subject: Multidisciplinary
Added to DOAB on : 2016-10-26 08:56:43
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In this sensitive reading of Chaucer’s Troilus and Criseyde, Winthrop Wetherbee redefines the nature of Chaucer’s poetic vision. Using as a starting point Chaucer’s profound admiration for the achievement of Dante and the classical poets, Wetherbee sees the Troilus as much more than a courtly treatment of an event in ancient history—it is, he asserts, a major statement about the poetic tradition from which it emerges. Wetherbee demonstrates the evolution of the poet-narrator of the Troilus, who begins as a poet of romance, bound by the characters’ limited worldview, but who in the end becomes a poet capable of realizing the tragic and ultimately the spiritual implications of his story.

Individual Variation and the Bilingual Advantage - Factors that Modulate the Effect of Bilingualism on Cognitive Control and Cognitive Reserve

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ISBN: 9783039281046 9783039281053 Year: Pages: 264 DOI: 10.3390/books978-3-03928-105-3 Language: English
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Psychology
Added to DOAB on : 2020-04-07 23:07:08
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The number of bilingual and multilingual speakers around the world is steadily growing, leading to the questions: How do bilinguals manage two or more language systems in their daily interactions, and how does being bilingual/multilingual affect brain functioning and vice versa? Previous research has shown that cognitive control plays a key role in bilingual language management. This hypothesis is further supported by the fact that foreign languages have been found to affect not only the expected linguistic domains, but surprisingly, other non-linguistic domains such as cognitive control, attention, inhibition, and working memory. Somehow, learning languages seems to affect executive/brain functioning. In the literature, this is referred to as the bilingual advantage, meaning that people who learn two or more languages seem to outperform monolinguals in executive functioning skills. In this Special Issue, we first present studies that investigate the bilingual advantage. We also go one step further, by focusing on factors that modulate the effect of bilingualism on cognitive control. In the second, smaller part of our Special Issue, we focus on the cognitive reserve hypothesis with the aim of addressing the following questions: Does the daily use of two or more languages protect the aging individual against cognitive decline? Does lifelong bilingualism protect against brain diseases, such as dementia, later in life?

Keywords

multilingualism --- bilingual advantage --- Stroop task --- cognates --- orthographic neighbors --- cognitive control --- controlled language processing --- German as a foreign language --- bilingual advantage --- bilingualism --- cognitive control --- individual differences --- longitudinal studies --- methodology --- bilingualism --- bilingual experiences --- executive functioning --- language proficiency --- language use --- language switching --- interactional contexts --- domain-specific self-concept --- academic achievement --- metacognition --- executive functions --- multilingual children --- reading comprehension --- reading fluency --- spelling --- bilingual language dominance --- Stimulus-Stimulus inhibition --- Stimulus-Response inhibition --- speed-accuracy trade-off --- attention network --- alerting --- orienting --- executive functioning --- interpreting --- translation --- bilingualism --- inhibition --- bilingualism --- early childhood --- attention --- cognitive flexibility --- aging --- bilingualism --- cognitive decline --- cognitive reserve hypothesis --- dementia --- onset --- bilingual advantage --- executive control --- language switching --- shifting --- inhibition --- self-reports --- bilingualism --- Attentional Control Theory --- executive function --- trait anxiety --- rumination --- inhibitory control --- eye tracking --- multilingualism --- cognitive abilities --- inhibition --- switching --- disengagement of attention --- executive function --- cognitive effects --- bilingual advantage --- modulating factors --- bilingualism --- aging --- third-age language learning

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