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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Visualisierungen und ihr Verhältnis zu didaktischen Zugängen zur Satzgrammatik – Eine theoretische und empirische Untersuchung grammatikdidaktischer Visualisierungen in Sprachbüchern des Deutschen als Erst‐, Zweit‐ und Fremdsprache Rödel, Laura [Verfasser]; Gretsch, Petra [Akademischer Betreuer]; Kniffka, Gabriele [Akademischer Betreuer]. - Freiburg : Pädagogische Hochschule Freiburg, 2018 DNB Subject Category Language Show details 2 Phonetik, Phonologie und Schrift Dahmen, Silvia; Weth, Constanze. - Paderborn, Deutschland : Ferdinand Schöningh, 2018 UB Frankfurt Linguistik Show details 3 Phonetik, Phonologie und Schrift Dahmen, Silvia [Verfasser]; Weth, Constanze [Verfasser]. - [Paderborn] : Ferdinand Schöningh, 2018 DNB Subject Category Language Show details 4 Tyranny of writing : ideologies of the written word Juffermans, Kasper (Herausgeber); Weth, Constanze (Herausgeber). - New York : Bloomsbury Academic, 2018 BLLDB UB Frankfurt Linguistik Show details 5 The effect of morphosyntactic training on multilingual fifth graders’ spelling in French Bilici, Natalia; UGEN, SONJA; Fayol, Michel; WETH, CONSTANZE In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-03162256 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2018, 39 (6), pp.1319-1343. ⟨10.1017/S0142716418000346⟩ (2018) Abstract: International audience ; Many studies show that it is challenging to encode morphosyntactic information while writing. Spelling plurals is especially demanding in French as these are inaudible. Even by the end of primary school, monolingual French pupils still have difficulties marking plurals of some grammatical categories. We investigate (1) how multilingual pupils learning French as a second written language deal with silent plural markers and (2) the effects of a morphosyntactic training explicitly focussing on grammatical categories and their markers, as well as visualizing the plural agreement. 228 fifth graders were quasi-randomly assigned to an intervention (n = 137) and a control group (n = 91) based on the results of a spelling pre-test. The results of the pre-test show that multilingual learners have similar spelling patterns as French monolinguals. They pluralize nouns more accurately than verbs and perform lowest on adjectives. After the pre-test, both groups were trained over six sessions of 20 minutes. The control group participated in French listening comprehension activities. The post-test shows that the intervention group significantly improved in spelling plurals compared to the control group. A greater focus on morphosyntactic structures is highly effective especially in second language contexts where children might lack broad lexical knowledge. Keyword: [SCCO.LING]Cognitive science/Linguistics; French; Morphosyntactic processing; Plural markers; Second language; Silent morphosyntactic markers; Spelling acquisition URL: https://doi.org/10.1017/S0142716418000346 https://hal.archives-ouvertes.fr/hal-03162256 BASE Hide details 6 Fangyan and the linguistic landscapes of authenticity: Normativity and innovativity of writing in globalizing China Wang, Xuan. - : Bloomsbury Academic, 2018 BASE Show details 7 How to write a birch-bark letter: Vernacular orthography in medieval Novgorod Bunčić, Daniel. - : Bloomsbury, 2018 BASE Show details 8 Escaping the tyranny of writing. West African regimes of writing as a model for multilingual literacy Lüpke, Friederike. - : Bloomsbury, 2018 BASE Show details

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