Die Herausbildung des syntaktischen Prinzips in der Historiogenese und in der Ontogenese der Schrift

Bredel, Ursula

doi:10.1515/9783110921199.139

Cited by 13 publications

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“…In English and French, syntactic markers represent inflectional information. In German, the systematic marking of nouns with an initial capital letter (Eisenberg, 2006;Maas, 1992) is considered as a syntactic marker, although the initial capital letter does not represent an inflection morpheme but a syntactic principle that highlights each head of a noun phrase (Bredel, 2006a). Whereas in English, morphology illustrates the change of word classes, in German, orthography indicates the word class 'noun' by an initial capital letter.…”

Section: Syntactic Markersmentioning

confidence: 99%

The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

Brucher¹,

Ugen

Weth

2020

L1 Educational Studies in Language and Literature

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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 focused 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.

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Section: Syntactic Markersmentioning

confidence: 99%

The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

Brucher¹,

Ugen

Weth

2020

L1 Educational Studies in Language and Literature

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“…During writing acquisition, children are typically not explicitly taught which borders are to be marked and how at the word or sub-word level ( Bredel, 2006 ). Nevertheless, the principle of word-based border marking seems to be acquired quite robustly such that at the end of this development <1 per cent of all adult writing errors is related to border marking ( Bredel, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The acquisition process passes through several developmental stages, some of which may overlap or be skipped in individual children ( Bredel, 2006 ). In the following, we will sketch developmental stages according to Bredel (2006) which apply to children who are already phonological spellers ( Treiman and Kessler, 2014 ). At the first stage, children start to write in ‘ scriptio continua’ , i.e., without any explicit border marking (see Bredel, 2006 for German; de Gòes and Martlew, 1983 , for English; Sandbank, 2001 , for Hebrew).…”

Section: Introductionmentioning

confidence: 99%

“…Writing at the second stage is mainly guided by speech prosody. This may manifest itself in highlighting stressed syllables, for instance by capitalization (e.g., ∗ <eDe> instead of <Idee> [idea] or ∗ <zuGrozmta> instead of <zu Großmutter> [to grandmother], Jakob, 6 years, reported by Weinhold, 2000 , as cited in Bredel, 2006 ), in orthographically deviant merging of two lexical words into one (e.g., ∗ <FESCH|SECH> instead of <wäscht sich> [washes himself] or ∗ <WENK|DEN> instead of <wringt den> [wrings the], Robert, 8 years, reported by Röber-Siekmeyer, 1998 , as cited in Bredel, 2006 , ‘|’ denoting an omitted border), or in orthographically deviant separations of one word into two parts (e.g., ∗ <ge ∧ komen> instead of <gekommen> [come] or ∗ <ge ∧ flogen> instead of <geflogen> [flown], Alexander, first grade, reported by Bredel, 2006 , ‘ ∧ ’ denoting an added border marking). In general, merging, i.e., failure to separate two or more written words with a space, seems to be more common than hypersegmentation, i.e., splitting one target word into more than one segment ( Correa and Dockrell, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

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Bono Bo and Fla Mingo: Reflections of Speech Prosody in German Second Graders’ Writing to Dictation

Domahs¹,

Blessing²,

Kauschke³

et al. 2016

Front. Psychol.

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Written German is characterized by an underrepresentation of prosody. During writing acquisition, children have to tackle the question which prosodic features are realized by what means – if any. We examined traces of speech prosody in German children’s writing to dictation. A sample of 79 second graders were asked to write down eight sentences to dictation. We analyzed three potential reflections of speech prosody in children’s dictations: (a) Merging of preposition and definite article, potentially preferred after monosyllabic prepositions as in this case preposition and article may melt to the canonical trochaic foot in German. (b) The introduction of orthographically inadequate graphemic border markings within trisyllabic animal names, respecting borders of prosodic units like foot or syllable. (c) Omissions of the definite article in non-optimal prosodic positions, deviating from the preferred strong-weak rhythm. The occurrence of border markings was evaluated via graded perceptual judgments. We found no evidence for inter-word border markings being influenced by prosodic context, probably due to a ceiling effect. However, word-internal markings within animal names, although rarely occurring in general, were clearly influenced by prosodic structure: Most of them were produced at borders of feet or syllables, while significantly fewer markings were perceived at borders of syllable constituents or within consonant clusters. Moreover, we observed significantly more omissions of the definite article in non-optimal prosodic positions compared to potentially optimal positions. Thus, our results provide first evidence from writing acquisition for prosodic influences on writing in a language with scarce graphemic marking of prosody.

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Graphematik – die Beziehung zwischen Sprache und Schrift

2023

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Die Herausbildung des syntaktischen Prinzips in der Historiogenese und in der Ontogenese der Schrift

Cited by 13 publications

References 0 publications

The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five

Bono Bo and Fla Mingo: Reflections of Speech Prosody in German Second Graders’ Writing to Dictation

Graphematik – die Beziehung zwischen Sprache und Schrift

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