Od dystansu do poufałości. Formuły powitalne listów elektronicznych kierowanych przez nauczycieli do rodziców

From Formality to Familiarity: Greeting Formulas in Emails Written by Teachers to ParentsThe purpose of the article is the analysis of greeting formulas in emails written by teachers to parents. The linguistic material is based on 513 email messages sent to parents by means of an online parent portal (e-dziennik). The messages in question were sent by teachers representing a number of schools in Lesser Poland Province. The formal relationship between the participants of the communication and the written form of the exchanges clearly pertains to the traditional formality of the situation; as a result, expectations are raised in terms of the official style of utterances produced under these circumstances. The analysis of the obtained material indicates that greeting formulas used in emails diverge significantly from those used in official paper-based correspondence. Traditional formulas such as Szanowni Państwo (Dear Sir/Madame, Dear Sirs) are clearly replaced by formulas originating from direct verbal communication (Dzień dobry, Witam). There is an apparent tendency to become familiar with recipients by using emoticons or the language formulas present in private correspondence between people who have a close relationship. In addition to the lack of text segmentation, the overall linguistic layout and spelling strategies that prevail in both greeting formulas and the entire body of letters indicate a negligent attitude in terms of text layout. Od dystansu do poufałości. Formuły powitalne listów elektronicznych kierowanych przez nauczycieli do rodzicówCelem artykułu jest analiza formuł powitalnych w listach elektronicznych nauczycieli do rodziców. Bazę materiałową stanowi 513 e-maili kierowanych przez nauczycieli wybranych szkół w południowej Polsce do rodziców za pośrednictwem dzienników elektronicznych. Formalny typ relacji między uczestnikami komunikacji oraz pisemna forma komunikatu stanowią tradycyjnie jaskrawy wykładnik oficjalności sytuacji i – co za tym idzie – powodują oczekiwanie oficjalnego stylu komunikatu powstającego w takiej sytuacji. Analiza materiału pokazuje, że formuły inicjalne listów elektronicznych znacząco odbiegają od grzecznościowych form powitalnych stosowanych w oficjalnej korespondencji papierowej. Nad tradycyjnym Szanowni Państwo wyraźnie dominują formuły zaczerpnięte z bezpośredniej komunikacji ustnej (Dzień dobry, Witam). Daje się zauważyć skłonność do przełamywania dystansu w postaci stosowania zwrotów do adresata, charakterystycznych dla korespondencji prywatnej między osobami będącymi w bliskiej relacji uczuciowej czy używania emotikonów. Kształt językowy i ortograficzny znacznej części formuł inicjalnych (ale i całości listów) oraz brak segmentacji tekstów świadczą o braku dbałości o graficzną stronę wiadomości.

About Methodological Aspects of CHOICE TRAINING IN Spelling ACTION

В статье представлено исследование методической интерпретации психологических источников правописания в связи с неразработанностью проблемы формирования орфографических действий посредством использования когнитивно-коммуникативного подхода на этапе выбора написания. Теоретически обоснована целесообразность когнитивно-коммуникативного подхода при изучении орфографии в 5–7-х классах, то есть на основном этапе формирования орфографических умений; определены основные свойства орфографических действий, а также условия эффективности их формирования, описаны механизмы выбора и контроля в письменной речи, их значение для формирования функциональной грамотности. Применение когнитивно-коммуникативного подхода в методике обучения орфографии на основном этапе ее изучения, описание условий реализации данного подхода при формировании ведущего орфографического умения на основном этапе, определение роли обучения выбору для формирования орфографического способа действия и развития речи учащихся; анализ состояния орфографической грамотности учащихся 5–7-х классов, описание стратегий выбора орфографических написаний в соответствии с типами мышления учащихся и типологии целесообразных упражнений для формирования орфографической грамотности на основе обучения выбору написаний составляют научную новизну представленных материалов. В ходе исследования автором сделаны выводы о том, что речевой опыт учащихся в сфере формирования грамотности имеет «стихийный», неуправляемый характер, ученики 5–8-х классов не могут осуществлять осознанный выбор, связанный с рационально-логическим видом мышления, что ведет к ошибочному написанию,поскольку у них недостаточно развиты умения выбирать и контролировать орфографические действия, способность к саморегуляции. В связи с этим необходима разработка приемов обучения учащихся стратегиям выбора и самоконтроля, подбор целесообразных упражнений с учетом процессуальных аспектов данного вида деятельности. The article investigates psychological factors contributing to spelling performance through the prism of spelling teaching methodology. The relevance of the issue is accounted for by the fact that the problem of applying the cognitive communicative approach to spelling instruction is underinvestigated. The article provides theoretical substantiation for the expediency of applying cognitive communicative approach to teaching spelling to students of fifth through seventh grades, that is at the main level of spelling skills development. It defines major spelling strategies and the conditions that ensure efficient development of spelling skills. It describes the mechanisms of choosing spelling patterns and the mechanisms of self-regulation and their importance for functional literacy formation. The scientific novelty of the research consists in the following: the article describes the application of the cognitive communicative approach at the early stage of teaching spelling, it describes the prerequisites for the application of the approach at the main stage the learning process, it underlines the importance of teaching students to choose correct spelling patterns, it assesses fifth through seventh graders’ literacy, it highlights that the strategies of choosing correct spelling patterns are closely related to students’ thinking strategies, it describes the typology of exercises aimed at teaching spelling. The author of the article concludes that students of fifth through eighth grades cannot fully control their speech and spelling patterns and their choice of spelling patterns is often spontaneous and is not rational. They cannot fully control their spelling and choose correct spelling patterns. Therefore special tasks should be used to teach them to choose correct spelling patterns and to ensure self-regulation.

Μάθηση της ορθογραφημένης γραφής της ελληνικής γλώσσας: στρατηγικές που χρησιμοποιούν οι μαθητές της Α’ τάξης στη γραφή

The purpose of the present study was to explore spelling development and spelling strategies employed by novice Greek spellers. Overall, 50 children were assessed throughout the first year of schooling in three testing sessions (Phase 1: November - December, Phase 2: February - March, Phase 3: May-June). The study was based on error measurements of spelling-to-dictation of isolated words. Spelling accuracy was calculated in terms of both phonologically and orthographically correct outputs. The material chosen were 72 words (with or without multi-letter graphemes) from the basic vocabulary of the language textbooks for primary school pupils of Grade A. Theresults are generally consistent with the view that at the initial phases children mainly utilize phonological knowledge of phoneme-grapheme correspondences when spelling, while at the end of Primary A they beginto employ mnemonic strategies in spelling.

Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.

Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University

Spelling is a major challenge for EFL learners and students in their process of learning the English language. The aim of this study is to investigate the effectiveness of a training program based on certain spelling strategies to help EFL learners improve their spelling achievement. To do this, the differences between the experimental group and the control group, before and after the treatment, were examined. The participants were university students who were selected from a large sample and divided, and studied, in two experimental and control groups based on a spelling production pre-test. The first aim of this study is to examine whether significant differences occurred in spelling-related language learning strategies and English language spelling post-test between the control and experimental groups. The second aim is to examine whether significant differences exist between the mean scores of pre- and post-test of the English language spelling test and spelling-related language learning strategies. Spelling-related language learning strategies were measured using Kristine F. Anderson’s “spelling survey” strategies (1987). The spelling test and the spelling program were both prepared by the researchers. The research was conducted for three months, including the proposed program. Data from pre-post instruments was used to investigate the impact the intervention had on EFL in the development of spelling and the use of spelling strategies to learn English. Data from pre- and post- test instruments showed that there were statistically significant differences between the experimental group and the control group in the post-test spelling test as well as the spelling strategies questionnaire. The implemented treatment resulted in a significant improvement in the spelling skill of the experimental group. The results also revealed statistically significant differences between the pre-test and post-test results for the experimental group in the spelling test and the spelling strategies and also the fact that the experimental group improved in spelling skills after their participation in the program, as can be seen in the post-test. In light of these results, the study proposes a number of procedural recommendations that may contribute to raising awareness regarding the importance of teaching spelling strategies for EFL students.

Why Children With Dyslexia Struggle With Writing and How to Help Them

PurposeChildren with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function—all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia.MethodFor spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches.ResultsThrough the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development.ConclusionsMany students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.