Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schülern der Sekundarstufe I. Die Daten geben Auskunft über bestehende Leistungsrückstände der zweisprachigen Schüler und dokumentieren charakteristische Entwicklungsverläufe und Fehlerschwerpunkte. Für die Unterrichtspraxis geben die gewonnenen Erkenntnisse folglich konkrete Hinweise. Aufgezeigt werden nicht nur die Lerninhalte, für die vertiefende Instruktionen und Übungen im Unterricht der Sekundarstufe I nötig sind, sondern ebenfalls die Zeiträume, in denen sich die Schüler sichere Schreibfertigkeiten in den einzelnen orthographischen Problembereichen aneignen.

Thesis Writing of Capital Letters in Toponyms in Hiking Maps of Czech part of Krkonoše (the Giant Mountains) deals with the capitalization in toponyms in Czech. The work uses the theoretical framework of the text unit of naming item and its division into so-called generic and proprial components. The work analyses the current codification of this part of the spelling and notes its inconsistencies, inaccuracies and also the types of names, the writing of which does not the codification regulate. Using the example of toponyms from selected hiking maps of the Czech part of the Giant Mountains, it shows problematic types of toponyms in terms of capitalization as they appear in the usus. Based on this research, the most problematic appear to be the names of type Some/Someone's s/Something, the prepositional names and the names with the generic component preceding the proprial component. Based on a critical analysis of codification and research analysis of Krkonoše (the Giant Mountains) toponyms, it proposes possible improvements to codification, which consist in its clarification, supplementation and possible revision.

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Cette recherche descriptive vise à établir un portrait des principales difficultés rencontrées par les élèves du secondaire relativement à l’orthographe des homophones et cela à travers différents angles d’analyse. Nous avons d’abord fait ressortir l’importance des difficultés orthographiques chez les élèves du secondaire québécois et mis en relief la proportion de ces erreurs attribuée à l’orthographe des homophones. À partir des données recueillies par le groupe de recherche Projet grammaire-écriture qui s’est donné comme objectif, dans un premier temps, de recueillir de nombreuses données à travers deux instruments de collecte (une dictée et une production écrite), nous avons tout d’abord relevé les erreurs d’homophonie commises le plus fréquemment par les élèves pour ensuite analyser chacune des formes homophones problématiques en fonction de critères variés tels que leur fréquence lexicale dans la langue française, leur appartenance à une catégorie grammaticale particulière ou encore la structure syntaxique qui les sous-tend. Les erreurs les plus importantes ont fait l’objet d’une observation plus poussée : nous avons établi le pourcentage de graphies correctes versus erronées dans tous les textes des élèves. Finalement, nous avons aussi comparé nos résultats à ceux obtenus par McNicoll et Roy (1984) auprès d’une population de niveau primaire. Les résultats révélés par notre analyse montrent que ce sont principalement les finales verbales en /E/ qui posent problème aux élèves du secondaire, suivies par les formes homophones s’est/c’est/ces/ses et se/ce. / This descriptive research aims to establish a picture of the main difficulties high school students face with regard to the spelling of homophones; this was achieved using several perspectives of analysis. We started by emphasising the importance of spelling difficulties among Québec high school students and then outlined the proportion of those errors specifically attributable to the spelling of homophones. Using data gathered by Projet grammaire-écriture, a research group with the preliminary objective of gathering a significant amount of data using two means of collection (a dictation and a written production), we started by outlining the most frequent homophonous errors made by the students and then analysed each of the problematic homophonous forms using several criteria, such as their lexical frequency in the French language, their belonging to a particular grammatical category, or their underlying syntax structure. The most outstanding errors have been the subject of more advanced analysis: we have established the percentage of correct spelling versus wrong spelling in all of the students’ writings. And, finally, we have also compared our results with those obtained by McNicoll and Roy (1984), who surveyed students from primary schools. The results of our analysis show that the main problems high school students face are verbs ending with the sound ‘e’, followed by the s’est/c’est/ces/ses and se/ce homophonous forms.

No description available.

In dieser Arbeit zeige ich in einem groß angelegten Experiment die Auswirkungen adaptiver Elemente in einer Online-Lernplattform. Ich werde darauf eingehen, dass die derzeitige Forschung zu Online-Lernplattformen für den L1-Erwerb hauptsächlich deskriptiv ist und dass nur wenige adaptive Lernumgebungen in der Praxis verbreitet sind. In dieser Dissertation werde ich ein Konzept entwickeln, wie adaptives Lernen in L1-Online-Lernplattformen integriert werden kann, und analysieren, ob dies zu verbesserten Lernerfahrungen führt. Dabei konzentriere ich mich auf die Effektivität und Fairness von Vorhersagen und Interventionen sowie auf die geeignete Softwarearchitektur für den Einsatz in der Praxis. Zunächst werden verschiedene Vorhersagemodelle entwickelt, die besonders in Blended-Learning-Szenarien nützlich sind. Anschließend entwickle ich ein Architekturkonzept (adaptive learning as a service), um bestehende Lernplattformen mithilfe von Microservices in adaptive Lernplattformen umzuwandeln. Darauf aufbauend wird ein groß angelegtes online-kontrolliertes Experiment mit mehr als 11.000 Nutzer*innen und mehr als 950.000 eingereichten Rechtschreibaufgaben durchgeführt. In einer abschließenden Studie werden die Vorhersagemodelle auf ihren algorithmischen Bias hin untersucht. Außerdem teste ich verschiedene Techniken zur Verringerung von Bias. Diese Arbeit bietet eine ganzheitliche Sicht auf das adaptive Lernen beim Online-L1-Lernen. Durch die Untersuchung mehrerer Schlüsselaspekte (Vorhersagemodelle, Interventionen, Architektur und Fairness) ermöglicht die Arbeit Schlussfolgerungen sowohl für die Forschung als auch für die Praxis. / In this work I show in a large scale experiment the effect of adding adaptive elements to an online learning platform. I will discuss that the current research on online learning platforms in L1 acquisition is mainly descriptive and that only few adaptive learning environments are prevalent in practice. In this dissertation, I will develop a concept on how to integrate adaptive L1 online learning and analyse if it leads to improved learning experiences. I focus on the effectiveness and fairness of predictions and interventions as well as on the suitable software architecture for use in practice. First, I develop different prediction models, which are particularly useful in blended classroom scenarios. Subsequently, I develop an architectural concept (adaptive learning as a service) to transform existing learning platforms into adaptive learning platforms using microservices. Based on this, a large-scale online-controlled experiment with more than 11,000 users and more than 950,000 submitted spelling tasks is carried out. In the final study, the prediction models are examined for their algorithmic bias, by comparing different machine learning models, varying metrics of fairness, and multiple demographic categories. Furthermore, I test various bias mitigation techniques. The success of bias mitigation approaches depends on the demographic group and metric. However, in-process methods have proven to be particularly successful. This work provides a holistic view of adaptive learning in online L1 learning. By examining several key aspects (predictive models, interventions, architecture, and fairness), the work allows conclusions to be drawn for both research and practice.

Cross-dialectal acceptance of a written standard (CAWS) is essential for that standard to be used by speakers of divergent dialects of a language. Earlier works have focused on the influence of linguistic differences on comprehension of the standard, but little attention has been given the influence of socio-cultural and programmatic factors on acceptance of a standard. Case studies of the Lelemi and Likpakpaanl language development programmes provide information through which the socio-cultural and programmatic factors which influence CAWS can be identified. Due to the complex nature of the topic, various indicators are used to measure levels of acceptance of the written standard by speakers of each dialect. Socio-cultural factors which influence CAWS relate either to the language community's degree of interdialectal communication or to their perception of being a unified people. These factors include social structure, governance, cultural and religious activities, and patterns of marriage, commerce, transportation and migration. The existence of extensive social networks and the role of opinion leaders were also influential Activities of the two language development programmes which positively influenced CAWS included those which informed and involved speakers of all dialects of the language. These activities built on the existing levels of unity and inter-dialectal communication by using existing social networks. The Lelemi programme involved speakers of all dialects more uniformly than did the Likpakpaanl programme. However, both programmes informed and involved speakers of all dialects to some extent. The dialect communities of each language did not equally accept the written standards. Acceptance appeared to correlate more strongly with programmatic factors than with sociocultural or linguistic factors. This thesis provides a model for language teams to follow in 1) identifying socio-cultural factors which have the potential to influence CAWS; 2) applying knowledge about the socio-cultural situation to programme planning; and, 3) assessing levels of acceptance by speakers of each dialect. / Linguistics / D. Litt. et Phil. (Linguistics)

本行動研究旨在探討音節覺識(syllable awareness)與字母拼讀法(phonics)合併教學對台灣國中7年級生（國一學生）拼寫多音節字及英文學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測，作為正式研究的準備，其目的在測試音節覺識與字母拼讀法合併教學是否適切、教學活動是否可行，以及7年級生在運用此方法拼多音節字是否有困難等等，並根據初探結果修定正式實驗之規劃。第二階段的正式實驗，根據第一階段的結果改良拼字測驗生字、延長教學時間，並加入小測驗以期教學更能適切,以利評估該教學法對學生拼字能力及學習態度的影響。 在正式實驗中，實驗對象為基隆市某國中66名7年級學生,首先進行學習背景調查、音節計數、單音節字、多音節字拼字測驗，之後，篩選出44名程度、背景相近的學生。研究者將此44名學生隨機平均分配為實驗組及對照組兩組,每組各22名學生。對實驗組先施以音節覺識與字母拼讀法合併教學,將音節覺識及字母拼讀等技巧融入英語拼字訓練中;而對照組則單獨採用字母拼讀法教學,教授字母字音的對應關係。實驗組及對照組每週均安排兩節英語課實施上述教學法,每節課15分鐘(每週30分鐘),持續11週。兩組學生在教學後各施以多音節字拼字測驗、學習態度調查,以評量受試者在拼字技巧上的發展及學習態度上的改變情形。 組間比較結果顯示,在十一週實驗教學後,實驗組及對照組二組學生在拼多音節字測驗上無顯著差異。此外,只有實驗組學生在生字及英語學習態度上有顯著的正向改變。 以上研究結果顯示，運用音節覺識與字母拼讀法合併教學能降低學生對拼字的焦慮，改善其學習英語的態度。本研究之結果及教學建議，可供未來國小、國中拼字教學的參考。 / The purpose of this action research was to explore the effects of syllable-awareness based phonics instruction in Taiwanese 7th EFL graders on spelling multi-syllable words. The present study involved two stages: a one-group design pilot study and a formal study. The purpose of the pilot study was to evaluate the feasibility of the syllable-awareness based phonics instruction designed by the researcher. According to the result of the pilot study, the formal research was modified in changing the multi-syllable test words, lengthening the instruction time, and the usage of a quiz. Moreover, in the formal study, two groups will be implemented with different instructions to explore the effects in spelling multi-syllable words and learning attitude. In the formal research, sixty-six 7th graders in two intact classes were chosen as potential subjects. After they filled out a background questionnaire, took three tests: a syllable counting test, a mono-syllable word spelling test, and a multi-syllable word spelling test, forty-four homogeneous subjects were selected. The researcher randomly assigned these 44 subjects into two groups: an experimental group and a control group, each comprised of 22 subjects. The experimental group received syllable-awareness based phonics instruction while the control group received phonics instruction only. All subjects were instructed for 11 weeks, two 15-minute classes per week (thirty minutes per week). After the instruction, the researcher carried out a multi-syllable spelling word posttest and a learning attitude questionnaire to estimate the effects of the instruction and their attitude changes. The result of the multi-syllable word spelling tests revealed that there was no significant difference between the two groups. However, the experimental group showed more positive attitude change than the control group toward vocabulary and English learning. The findings from this study indicate that syllable-awareness based phonics instruction can not only ease the anxiety of spelling multi-syllable words for 7th graders, but also reinforce a more positive attitude toward spelling vocabulary and learning English. According to the results, pedagogical implications and suggestions for further studies are offered.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

La présente recherche vise à décrire le développement orthographique des élèves arabophones de 1re année du secondaire en Égypte au début de l’apprentissage du français langue étrangère. Les recherches égyptiennes qui concernent le français écrit se sont préoccupées des erreurs grammaticales commises par les élèves. À notre connaissance, il n’existe pas d’études relatives à l’appropriation de l’orthographe française menée auprès de ces élèves. Afin de combler ce vide, nous avons souhaité apporter un éclairage sur les compétences orthographiques des élèves en essayant d’éclairer la documentation de ces compétences en français écrit par la mise en relation avec celle de jeunes enfants arabophones qui apprennent le français L2 au préscolaire lors de leur séjour au Québec. Afin d’atteindre nos objectifs, nous avons soumis 30 élèves arabophones du secondaire à une épreuve d’orthographes approchées à quatre reprises. Celle-ci s’est déroulée dans le cadre d’un entretien semi-structuré individuel dans lequel les élèves ont été invités à produire des mots et une phrase. L’analyse descriptive et statistique de la production écrite des sujets a permis d’observer trois types de préoccupations écrites : visuographiques, phonologiques et orthographiques. D’autre part, leurs écrits ont témoigné d’un transfert langagier de l’arabe L1 et de l’anglais LE, qui était parfois positif, d’autres fois négatif. Les résultats ont, enfin, révélé que les élèves ont utilisé trois stratégies, lexicale, phonologique et analogique, lors de leurs productions. En outre, une étude de cas multiples exploratoire avec quatre enfants arabophones du préscolaire au Québec a été effectuée. Ces derniers ont été individuellement invités à produire des mots et une phrase en français et en arabe. De manière exploratoire, nous avons mis en relation l’appropriation de l’écrit des élèves du secondaire et celle des enfants du préscolaire en français et en arabe, ce qui nous a permis de vérifier l’effet de l’âge sur le développement orthographique et sur le transfert langagier chez les apprenants. Les résultats obtenus indiquent que la performance écrite des élèves du secondaire était significativement plus réussie que celle des enfants du préscolaire et que les premiers étaient les plus susceptibles de produire un transfert langagier. Ainsi, l’âge de l’apprenant peut avoir un impact sur l’appropriation de l’écrit ainsi que sur le transfert langagier en français langue seconde/étrangère. Finalement, au-delà de son apport scientifique et pratique, la présente recherche propose des pistes de recherches futures. / The aim of this research was to assess French language-spelling development for the first year Arabic language-speaking students of the Secondary Schools in Egypt. These students were studying “French” as a foreign language. Previous studies performed in Egypt addressed the grammatical errors committed by these students in the field of “written French language”. To date, and to the best of our knowledge, there are no available studies addressing the issue of “French language-spelling development”. To fill this gab in literature, we examined the spelling competence of the students. We evaluated the features of the French language - spelling development for the first year Arabic language - speaking students in Secondary schools in Egypt. Also, we examined the relationships between these features and corresponding features in French and Arabic language development for preschool Arabic language-speaking children in Quebec. To achieve our goals, 30 students of the first year Arabic language-speaking students in Secondary schools in Egypt underwent a test of invented spelling, through semi-structured interview. The test was repeated four times on different occasions. During the test, the students were asked (on individual basis) to produce some writings (French language). The results of these tests raised three writing features, namely: visuographic, phonological and orthographic concerns. Moreover, their writings showed a language transfer produced from both Arabic as a mother language and English as a foreign language. Our findings revealed that, during writing, students have employed three strategies: lexical, phonological and orthographic. In addition, a multiple case study exploratory was conducted with four Arabic language-speaking preschool children in Quebec. Each child was asked to produce some writings in French and in Arabic languages. The French language-spelling development of the students the Secondary Schools was made comparable to that of the preschool children in French. Such strategy allowed us to test the effect of age on the spelling development and on language transfer. We found that the written performance of the students from Secondary Schools was significantly more advanced as compared to that of the preschool children. Also the students from Secondary Schools were more able to produce language transfer. These findings indicated that the learner’s age had a significant impact not only on the French language - spelling development but also on the language transfer in second/foreign language. Finally, the scientific and practical ramifications open avenues for further investigations in these fields.