![]() ![]() However, at the 500–700 ms stage (associated with lexical-semantic access in our study), error recognition depends on the word frequency. Considering our results in the context of a dual-route model, we concluded that recognizing misspelled high-frequency and low-frequency words involves common orthographic and phonological processes associated with P200 and N400 components such as whole word orthography processing and activation of phonological representations correspondingly. In addition, in the 350–500-ms time window, we found a more negative response for misspelled words than for correctly spelled words in parietal–temporal-occipital regions regardless of word frequency. The amplitude of P200 was more positive for correctly spelled words than for misspelled words and did not depend on the frequency of the words. During event-related potentials (ERP) recording, 26 native Russian speakers silently read high-frequency correctly spelled words, low-frequency correctly spelled words, high-frequency words with errors, and low-frequency words with errors. We investigated the time course of recognition of the most frequent orthographic errors in Russian (error in an unstressed vowel in the root) and the effect of word frequency on this process. However, unlike typical pseudohomophones, spelling errors occur in naturally produced written language. Most studies exploring spelling errors focused on the phonological plausibility of errors. Spelling errors are ubiquitous in all writing systems. ![]() The cause of the errors is explained by the differences between Spanish and Russian phonological The analysis has shown that the most frequent errors are those of the substitution of the consonants б-в -, the vowels и-ы -, and the soft sign. The main aim of the work is to identify spelling errors and their causes at B2 level, as well as to compare the total number of spelling errors made by two groups of learners at different levels-A2 and B2. La causa de los errores se encuentra en las diferencias existen.Ībstract This paper reports on the results of a corpus analysis of 30 written works produced by Spanish-speaking learners of Russian as a foreign language (FL). ![]() El análisis ha reflejado que los errores más frecuentes son los de sustitución de las consonantes б-в -, de las vocales и-ы - y del signo blando. El objetivo del trabajo es identificar los errores ortográficos y sus causas en el nivel B2, así como comparar el número total de errores ortográficos que comenten dos grupos de aprendices de diferentes niveles-A2 y B2. En este trabajo se presentan los resultados del análisis de un corpus compuesto de 30 producciones escritas realizadas por aprendices adultos hispanohablantes de ruso como LE. ![]()
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