Spelling Rules Research Articles

ПРОФЕССОР ҚҰДАЙБЕРГЕН ҚУАНҰЛЫ ЖҰБАНОВ

The article tells about the life path, scientific and pedagogical works of the famous scientist in the applied field of Kazakh linguistics Kudaibergen Zhubanov. The article analyzes the scientific contribution of Professor K. Zhubanov to the formation and development of the Kazakh language: the conversion of the Kazakh alphabet and spelling rules, the transition of the Kazakh alphabet to Latin, the formation of Kazakh terminology, the compilation of the first Kazakh scientific textbooks, etc. Various aspects of the Kazakh language were considered by the scientist from a scientific point of view. In order to identify and reflect the natural laws of the Kazakh language, K. Zhubanov conducted an in-depth analysis of the grammatical, phonetic and lexical features of Kazakh words, as well as the laws of their historical development. In this article, various scientific works of the Professor, devoted to the issues of Kazakh linguistics, have been studied in detail: "Lecture courses on the Kazakh language", "Textbook on the Kazakh language grammar", "Kazakh language program", "New grammar", "Spelling and grammar rules of the Kazakh language”, “From the history of the Slavic language in the Kazakh language”, “Booklet on a book and a folded book”, “Formation of the Kazakh book language”, “The form of the booklet in the Kazakh language”.

ЭФФЕКТИВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ УСЛОВИЯ ДЛЯ ОБУЧЕНИЯ ИНОСТРАННЫХ СТУДЕНТОВ РУССКОМУ ЯЗЫКУ

The article discusses some aspects of the practical study of the Russian language by foreign students and students in preparatory courses. Practice has shown that special attention should be paid to spelling issues. It is suggested of using algorithmized rules of the Russian language, including graphically presented ones. It is emphasized that the algorithms presented graphically have both clarity, simplicity and convenience of solving spelling problems, as well as additional communication capabilities. The features of the algorithmic approach in the training of students from Ghana, Congo, Yemen, Iraq, as well as Uzbekistan and Turkmenistan are reported. The flowcharts of specific spelling rules of the Russian language are given. Aspects of the organization of cultural and linguistic work with foreign students are also considered. Attention is drawn to examples of events in which, in a creative learning atmosphere, foreign students solve problems of Russian spelling adapted to language training. The article draws attention to a certain difficulty associated not only with the complexity of Russian spelling, which is quite understandable, but also with the difficulty of writing Russian letters unusual for foreign listeners.

“SOLIQLAR VA SOLIQQA TORTISH” YO‘NALISHITALABALARIGAO‘ZBEKTILI DARSLARIDA ICHKI ISH HUJJATLARINI O‘RGATISH

It is important for a highly educated tax specialist to be able to work with regulatory documents, as well as representatives of all sectors. In particular, he should know the rules of spelling, be aware of the requirements for official style documents, and follow them. This article talks about working with sectoral normative documents in Uzbek language classes in higher education institutions. In particular, problems in the textbooks for Russian groups in the field of «Taxes and taxation» and shortcomings in working with internal documents are listed. The author has made lesson plans and suggestions for organizing classes for students in this field to overcome the problem. Providing field documents in Uzbek language classes causes specialists to learn field terms in Uzbek along with their speaking competence.

THE SPELLING RULES OF THE KAZAKH LANGUAGE IN 1923 AND ITS CONNECTION WITH THE SPELLING OF BAITURSYNULY

Just as every language has its history, it also has a history of symbolic meaning – letters and spelling rules. The writing culture of a particular country, people, or nation with a national language covers several epochs and historicalperiods. It is known that the Kazakh national script has been formed since 1912 in connection with the name of Akhmet Baitursynuly and is still being updated, improved, and developed every year. Therefore, each stage of the development of the spelling rules of the Kazakh language is very important both for linguistics and for the future of Kazakh writing. The article analyzes the history and scientific significance of the "New Spelling Rule of the Kazakh language", consisting of 13 articles describing the beginning of the "national stage" of Akhmet Baitursynuly's letter reform, published by the Council of Education of the Academic Center at the Educational Commissariat of the Kazakh Autonomous Soviet Socialist Republic (KazASSR) in 1923. In particular, there are analysed such topical issues as the scientific and social prerequisites that led to the adoption of this provision, its connection with the Baytursynuly’s spelling in 1912, the scientific basis and meaning of each article, achievements and disadvantages, prerequisites for the adoption of this spelling rule by the Education Commission under the People's Commissariat of Education of the Turkestan Autonomy, the reasons for the reduction of some paragraphs, conclusions of the Kazakh intelligentsia about this situation.

Zum Inhalt Und Zur Sprache Der Einträge Aus Den Jahren 1361-1380 Im Ältesten Stadtbuch Der Stadt Görlitz. On The Content And Language Of The Records From The Years 1361-1380 In The Oldest Chancery Book Of The Town Zgorzelec (Görlitz)

The article concerns a presentation of the content and of the results of the phonemic-graphemic analysis of the German records from the second half of the 14th century (1361-1380), which come from the town council of Zgorzelec (Görlitz). The purpose of the paper is to answer the question what the spelling rules in the town chancellery of Zgorzelec are and how the script fixes the features of the spoken language from the past. Due to the analysis, it could be explicitly proved, that the German used in the text matches to the level of evolution of the German language within the periodization of history of the language as it contains the standard Early New High German features as well as the dialectal structures and the sound changes, which are emblematic for the Silesian dialect. The text can therefore be classified as one of the linguistic monuments of the East Central German of Silesian tradition. All the conclusions of the study are supported with the suitable examples.

Legal status and regulation of the German language in the Federal Republic of Germany

ABSTRACT Despite being an official language of several countries in Central and Western Europe, German is not formally recognised as the official language of the Federal Republic of Germany. However, in certain situations the use of the German language, including the spelling rules, is subject to state regulation (by acts of Federal Parliament or by administrative decisions). This article presents the content of this regulation, its scope, and the historical context in which it was adopted.

ƏVƏZLİYİN TƏDRİSİNƏ İNTEQRATİV YANAŞMALAR

Integrative Approaches to Replacement Learning Summary A pronoun is a unique, peculiar part of speech. Pronouns prevent unnecessary repetition of words that denote objects, signs and qualities in speech. Pronouns replace and replace nouns, adjectives, numbers, and adverbs, allowing for deeper understanding of these parts of speech. Most definitions and rules learned during pronoun teaching have integrative features; Pronouns are also important when studying spelling and spelling material. When teaching pronouns in the elementary grades, careful attention should be paid to highlighting and integrating each topic with spelling and spelling, since learning the features of these topics is closely related to their spelling and pronuncia¬tion. When teaching pronouns, in addition to teaching their grammatical features, the rules of writing and pronunciation are also studied, which creates favorable conditions for the application of morphological knowledge and spelling and spelling rules together, students' literacy, increases their fluency and develops their speech. Incorporating pronouns into spelling and orthography results in rapid and robust learning of spelling and spelling rules. Key words: pronoun, learning, integration, spelling, spelling

Literacy in nonspeaking autistic people.

Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing.

Portrait of Indonesian Vocabolary in Writing Skills: Case Study of Darul Maaref School Foundation, Thailand

Indonesian is an asset for the Indonesian nation which is always maintained both in the realm of Education and non-Education. Therefore, Indonesian is expected to be global for other countries. Related to this, the Indonesian program for Foreign Speakers (BIPA) as a bridge in introducing the language to the world, namely through four language skills. One of them is writing skills. This study aims to determine students' ability to write Indonesian vocabulary through the Indonesian teaching program for foreign speakers (BIPA) at Darul Maaref School Foundation, Satun, Thailand. This research method is descriptive qualitative with a case study approach. The results of the study found that written language errors in Darul Maaref School Foundation students included the use of incomplete sentence types, namely 11 data, word arrangement 3 data, capital letters 96 data, pronouns 1 data, prepositions 15 data, word choice 27 data, spelling 46 data, hyphen 3 data, and affix 2 data. The factors causing students' written language errors are caused by the influence of spoken language, students have not fully understood Indonesian grammar, students have not carefully written Indonesian, and BIPA learning has not been effective. Related to these findings, BIPA teaching materials are needed by emphasizing Indonesian that are in accordance with the rules of Indonesian Spelling (EBI) and presented as innovative and fun BIPA learning for students.

«Правила словацкого правописания» (1940) и стабилизация норм словацкого литературного языка

The article deals with the reasons behind the appearance of the Slovak Spelling Rules of 1940, the most important changes introduced in the codification of the Slovak literary language, and their significance in the development of the language. The need to develop new spelling rules arose immediately after the publication of the Slovak Spelling Rules of 1931, which were not accepted by the majority of Slovak intelligentsia, who perceived them as the first stage on the way to the absorption of the Slovak language by the Czech one. The new rules were prepared mainly by the leader of the purist movement in Slovakia, H. Bartek, who completed his work in 1939. That version, however, was not approved by the Ministry of Education of the Slovak Republic and was sent for revision. The Rules were published the following year in a modified form and affected the morphology, lexical composition, and orthography of the Slovak literary language. Among the most important changes were the unification of the -l participles in plural forms, a significant reduction of doublet forms by abolishing forms coinciding with the Czech language, the written marking of actually pronounced long vowels in words of foreign origin, the removal from the literary language of a number of lexemes common with Czech, and others. Practically all the changes made contributed to the stabilization of the Slovak literary language norms and were confirmed in the subsequent Slovak Spelling Rules of 1953. Moreover, in 1953 even the proposals of H. Bartek rejected in 1940 were adopted.

The system of criteria for the choice of spelling in diachronic descriptive spelling

The article presents the methodology of research in the field of descriptive diachronic spelling. The aim of the work is to develop a system of criteria for choosing spelling variants at different stages of the formation of the studied orthogram. The need for such a system is justified both by the description of the diachronic analysis process and by a specific example of such an analysis. Special attention is paid to the disclosure of such important concepts for the theory of writing as "usage", "norm", "codification" and the relationship between these concepts. Special attention is paid to the question of the legality of the use of the term "customary norm", for which the arguments confirming the incorrectness of this term are considered in detail. In addition, the problems of correlation between the principles of spelling as tools of descriptive (descriptive) spelling and the rules as a result of the activities of orthologists codifying the norms of writing are discussed. The system of criteria for descriptive spelling is based on the system of rules of prescriptive spelling, namely the rules of modern spelling from the new electronic resource "Spelling commentary of the Russian Dictionary" (OROSS) by E. V. Beshenkova, O. E. Ivanova, E. V. Tenkova. The novelty of the results obtained in the article is due to the lack of research methodology in the field of descriptive diachronic spelling. The paper reveals such important concepts for the theory of writing as "usage", "norm", "codification" and clarifies the relationship between these concepts. As a result, the illegality of the use of the term "customary norm" was established, for which the arguments confirming the incorrectness of this term were considered in detail, in particular, that in certain contexts the terms "usage" and "norm" can be used indifferently. The result of the work was a system of criteria for choosing spelling options at different stages of the formation of the orthogram. The development of an original system of criteria for choosing spelling variants was carried out on the basis of a modern set of spelling rules. The scope of the research results is determined by describing the process of diachronic analysis of the orthogram and illustrated by a specific example of such analysis.

«Все же не получилось великого содружества Ленина со Сталиным»: стенограмма совещания при дирекции Института Маркса-Энгельса-Ленина (ИМЭЛ) по обсуждению научной биографии В. И. Ленина 20 ноября 1940 г.

The purpose of this publication is to introduce into scientific circulation the transcript of the meeting of the Directorate of the Marx Engels Lenin Institute (IMEL) dated November 20, 1940. The published source belongs to the problematic field of the history of historical science at the turn of the 1930s-1940s. The meeting reflected in the document became one of the few known to us "exchanges of views" within the institute on the development of the author's team of the biography of V.I. Lenin. The document complements the plots related to the functioning of the cult of personality of I.V. Stalin and its limits in Soviet historical science; gives an understanding of how the image of a professional revolutionary should appear; reflects the technical nuances that imposed objective restrictions on the author's team during the writing of the biography of V.I. Lenin. The creators of the text found themselves in a certain ideological framework: they were obliged to build the reviewed Lenin's works, focusing on the "Short Course of the history of the CPSU (b)". Separate text inserts and quotations of V.I. Lenin in the text of the biography were subject to the same kind of adjustments. The construction of the image of the leader from the point of view of his human qualities posed a large number of questions to the team of authors concerning the image of a professional revolutionary. How should one comprehend the theoretical heritage of the leader and how to combine it with practice? How should the portrait of V.I. Lenin be given? Is it worth showing the personality through everyday details (through a description of his rest, attitude to nature, etc.) or is it quite possible to limit yourself to showing high culture in the work and modesty of the leader? And is it necessary to set such a goal at all? Ultimately, during the discussion that unfolded during the meeting of the IMEL directorate, the team of authors decided to focus mainly on the political activities of V.I. Lenin, limiting themselves to only rare references to the personal life of a professional revolutionary. The source was identified in the Russian State Archive of Socio-Political History (RGASPI) in f. 71. The document is a typewritten original and is published in accordance with modern rules of spelling and punctuation. Obvious shortcomings and a few errors have been corrected in the text. Information about the persons and scientific works mentioned in the source is given in the footnote. An important pre-publication comment updating this source is important. The source is published with banknotes: plots that are insignificant from the point of view of the issues discussed are cut out.

Creation and importance of language corps in Uzbekistan

The article discusses the transformation of language into the language of the Internet, computer technology, mathematical linguistics, its continuation and the formation and development of computer linguistics, in particular the question of modeling natural languages for artificial intelligence. The Uzbek National Corps plays an important role in enhancing the international status of the Uzbek language. The work carried out in the field of computer linguistics plays an important role in resolving existing problems in the Uzbek language. The question of the linguistic and extralinguistic separation of special tags for marking texts and their components is studied in particular.The coding requirements for important text information are defined. The state analyzes the linguistic module and the algorithm and its types from independent components of the linguistic program code. The need for algorithms for phonological, morphological and spelling rules for the formation of the lexical and grammatical code is scientifically substantiated. The importance of such linguistic modules as phonology, morphology and spelling in the formation of the linguistic base of the national corpus of the Uzbek language is emphasized. The article examines the corpus’s primary purpose as a complex linguistic source, as well as the fact that it primarily contains two sorts of information and its types. The key effective capabilities of the corpus, according to the paper, are reducing time spent on the text analysis process and being able to explain the properties of language units in speech with thousands of instances. The national corpus, the educational corpus, and the parallel corpus are all discussed in the subject of computer linguistics. It was stressed that linguistic and extralinguistic tagging of them, the development of corpus formation algorithms, and the establishment of corpus linguistic support are all societal need. It recognizes the urgency of developing the basis for the creation of the Uzbek language corpus, conducting research in the field of computer linguistics as a scientific and theoretical source.

Spory wokół języka słoweńskiego i ich wpływ na kształt literatury słoweńskiej w okresie romantyzmu

The article aims to explore the status of the Slovene language and literature, as well as Slovene culture during the Romantic period in the context of historical events which informed them as a result of the creation of the alphabet by Adam Bohorič in the 16th century. During the 19th century, in Slovenia an “orthographic war” was being waged. Its goal was to establish the one and correct version of the alphabet and the definitive spelling rules for the Slovene language. The debate about language erupted between the group under the leadership of Matia Čop (of which France Prešeren was a member) and the followers of Jernej Kopitar. The dispute involved a number of issues connected to Slovene literature and culture, and the status of Slovenia in Europe. Arguments in the debate were exchanged via publications, (e.g. Slovenska abecedna vojska), poetry (Satirical Sonnets and epigrams) and engaged a wide spectrum of topics such as the dialects of the Slovene language or literary criticism.

Analisis Kesalahan Ejaan Yang Terdapat Di Rumah Sakit PKU Muhammadiyah Karanganyar Dan RSUD Kartini Karanganyar

Humans need language to be able to convey things to other living creatures. Each language reflects the unique worldview and understanding of the community that uses it. Language can be in spoken or written form. Written language has grammar and spelling rules that must be followed to ensure clear and consistent understanding between the writer and the reader. This research aims to analyze language errors found in public places and correct them based on appropriate grammatical rules. The descriptive qualitative method was chosen in carrying out this research so that knowledge and theories obtained through searching books, electronic books and journals are needed. Qualitative descriptive research analysis is directed at gaining knowledge or theory about research through journals and books. The method in this research also explores written material through literature review. This research uses data sourced from writings at the PKU Muhammadiyah Karanganyar Hospital and Kartini Karanganyar Regional Hospital and then analyzed according to applicable linguistic rules. Spelling analysis in this research uses EYD V and KBBI as references. Based on the analysis carried out, there were errors in writing non-standard words, italics, capital letters, writing the affix di-, and punctuation.

ENGLISH SUFFIXATION

Suffixes constitute an essential matter within the area of morphology. It is hypothesized that EFL students at the undereducated level suffer from the incorrect use of suffixes due to certain factors, among them, is the difference between their language and English as foreign language, it is the seriousness of this problem that has motivated the researchers to choose suffixes as a subject matter.
 This work aims at
 
 Identifying suffixes and types of suffixes that helps contribute to the process of forming sentence structure.
 Investigating the role of suffixation to the process of word formation.
 Enabling the researchers how to deal with this matter in the teaching field.
 
 This paper is divided into four major sections each section is supported by some illustrative examples. Section one is concerned with identifying the characteristic features of suffixes. Section two and three deal with the types of suffixes inflectional and derivational, respectively. Furthermore, it defines the notion of suffixation. Section four illustrates the rules of spelling and the changes that happen after adding a suffix to the end of the word.
 The paper ends by a concluding section summarizing the finding of the work end a separate section including the references used in this paper.

To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice

ABSTRACT Purpose Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling errors for a morphological spelling rule. We distinguished explicit practice in applying a spelling rule from implicit exposure to correct word forms. Method After a dictation task, Dutch second graders (n = 139; 46.8% girls) were matched and randomly divided over explicit, implicit, and no-additional practice conditions. Additional practice was based on evidence-based exercises and encompassed five sessions. The dictation task included target words that were practiced, as well as transfer words that were not. Results Both explicit and implicit practice resulted in better performance on target words (large effect) as well as transfer words (medium to large effect) compared to no-additional practice. There were no differences between implicit and explicit practice. Conclusion These findings indicate that spelling performance can be improved by additional practice, both by telling and showing. Using evidence-based explicit or implicit exercises after classroom instruction has taken place can (further) improve children’s spelling of rule-based words.

Analisis Kesalahan Penggunaan Ejaan dalam Surat Pemberitahuan di SMA Negeri 1 Jayapura

An official letter is an official communication medium issued by an agency that, in writing, must use the state language following linguistic rules. This study aims to describe the spelling errors used in notification letters at SMA Negeri 1 Jayapura. This research is qualitative descriptive research that describes the phenomenon accurately and objectively. The method is to study documents to obtain data from notification letter archives. The data from an analysis of seven notification letters issued in February-March 2022 totaled 164 errors. The errors consist of 66 errors in the use of letters, 54 errors in writing words, and 44 errors in the use of punctuation marks. This error was caused by the school's inconsistent use of official document layout references in the school environment, the administrative staff of the correspondence section who did not understand Indonesian spelling rules, and the business manuscript administration section who wrote letters to more than one person and used several computer devices. Its rise to the concept of writing different letters in schools.

THE FORMATION OF ORTHOGRAPHIC NORM IN GERMAN LANGUAGE

The article is about the formation of orthographic norm in German language since the XVII century up to the present time. The stages of the formation of German orthographic norm are examined with the description of the main characteristics of each of them. On the basis of the research works of prominent Ukrainian and foreign linguists and conference documents related to the formation and codification of a definite orthographic norm in German (Standarddeutsch) from the XVII century up to the present day, a certain simplification of certain spelling rules in modern German and more consistent adherence to the etymological principle of spelling have been revealed. The aim of this paper is to describe the processes of orthographic norm formation in the German language. The object of the research is orthographic peculiarities of the German written language in XVII–XIX centuries. The subject of the research is orthographic changes in the German language in the XVII–XIX centuries. The research is based on the works of prominent Ukrainian and foreign linguists and conference documents related to the formation and codification of a universally accepted orthographic norm in the German language. The conducted research has revealed the ways in which the orthographic norm in the German language has developed. Undoubtedly, all the authors of the various orthographic reforms were motivated to improve German spelling in order to meet the cultural objectives of the German language at every stage of its development. However, only time will show how much the new rules will ease the task of using the German language in writing. In our opinion, the authors of the latest reform avoided radical reforms, which explains, for example, the preservation of capitalization of nouns in German. The results of the study can be useful in lectures on the History of the German Language, Historical Phonetics of the German Language, as well as in teaching and learning a practical course of German.

German Language Teachers and Dyslexic Students

Dyslexia is a common disorder experienced by many students in Europe and worldwide. It is a specific learning disability, which also generates difficulties in foreign language acquisition. Publications presenting the etiology, pathomechanism, symptoms and types of dyslexia can be found in literature. There are also guidelines for parents and teachers of dyslexic children. This paper attempts to fill a gap in literature addressing teachers of specific school subjects, more specifically German language teachers, who have dyslexic children in their classes. The article points out the difficulties faced by both the teacher and the students. We present a synthetic review of the literature on dyslexia and the current research on the subject, followed by the key laws and regulations in the Polish legal system that relate to the situation of a dyslexic child at school, with particular emphasis on modern language (German) classes. The Polish legal system and the knowledge contained in the most recent literature set the framework for the conduct of educational institutions and indicate the principles of action of professionals, including Germanists, involved in the education of dyslexic students. Symptoms of specific foreign language learning difficulties include, for example, poor development of linguistic functions, difficulties in differentiating sounds and finding sounds in words, problems with dividing words into syllables or distinguishing similar-sounding words, difficulties in assimilating grammatical and spelling rules. Compilation of practical tips with guidelines for the assessment of dyslexic pupils, e.g., the use of descriptive assessment for written work, possible use a computer for written work, providing oral answers to questions from the bench rather than the middle of the classroom, asking simply formulated questions, is most essential for German language teachers. These teachers, as well as teachers of any modern language, should bear in mind the need to use pedagogical, legal and practical knowledge in their work with dyslexic students.