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"Modern Hebrew is a highly synthetic Semitic language, its lexicon is rich in morphemes. This volume supplies the first in-depth psycholinguistic analysis of the interaction between morphological knowledge and spelling in Hebrew. It also examines how far this model can be applied to other languages. Anchored to a connectionist, cognitive, cross-linguistic and typological framework, the study accords with today?s perception of spelling as being much more than a mere technical skill. Contemporary psycholinguistic literature views spelling as a window on what people know about words and their structure. The strong correlation between orthographies and morphological units makes linking consistent grammatical and lexical representation and spelling units in speaker-writers a key research goal. Hebrew?s wealth of morphological structures, reflected in its written form, promotes morphological perception and strategies in those who speak and write it, adding vitality and relevance to this work."

"Skripsi ini membahas perubahan ortografi dari bahasa Prancis kuno abad Moyen Âge ke bahasa Prancis modern abad XX. Berdasarkan catatan sejarah perkembangan ortografi bahasa Prancis (SPOBP) menurut Dauzat, perubahan tersebut kemudian diklasifikasi atas perubahan grafis, kelas kata, dan pelafalan. Penelitian ini adalah penelitian kualitatif. Hasil penelitian menunjukkan bahwa terdapat delapan jenis perubahan yang dikelompokkan menjadi dua kategori, yaitu kategori utama (5 jenis) dan kategori campuran (3 jenis). Empat dari kedelapan jenis tersebut tidak tercantum di dalam SPOBP. Perubahan terjadi pada ketujuh kelas kata dan sebagian besar perubahan tidak mengubah pelafalan.

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The focus of this study is the orthographic change from ancient French language on Moyen Âge into modern on 20th Century. Based on the research of Dauzat about history of orthography of French language, these changes classified by the type of change, parts of speech, and pronounciation. This research is qualitative research. It shows that there are eight main types of change, four of them are not mentioned in history of orthography of French language (SPOBP). These changes occur in seven parts of speech and most of them have same pronounciation."

"Tesis ini mencoba untuk menjawab permasalahan terjadinya kesenjangan pencapaian pemelajaran yang diraih pemelajar bahasa Mandarin sebagai bahasa kedua di Indonesia dengan meneliti strategi belajar hanzi yang digunakan oleh pemelajar Indonesia, faktor¬faktor yang mempengaruhi pemilihan suatu strategi belajar tertentu serta perbedaan strategi belajar yang digunakan oleh pemelajar yang berhasil dan pemelajar yang kurang berhasil. Penelitian ini merupakan penelitian studi kasus yang menggunakan instrumen kuesioner, verbal report, wawancara, dan tes dengan jumlah subjek penelitian sebanyak 13 orang. Data dianalisis dengan menggunakan teknik tipologi. Dari penelitian ini, ditemukan 64 buah strategi belajar hanzi yang terbagi dalam enam buah kelompok strategi. Faktor-faktor yang mempengaruhi pemilihan strategi belajar tertentu dapat dilihat dari faktor pemelajar dan faktor ortografi. Selain itu, penelitian ini juga menemukan adanya strategi-strategi tertentu yang digunakan oleh pemelajar yang berhasil untuk mendukung pemelajarannya namun tidak digunakan oleh pemelajar yang kurang berhasil.

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This study tried to answer why there was a gap in learning achievements among Indonesian learners who studied Mandarin Chinese Language as a second language. A research on the hanzi learning strategies used by the Indonesian learners, the factors that influenced the selection of a particular learning strategy and the differences of learning strategies applied by successful learners and unsuccessful learners was conducted to answer the question.

This research was a case study research with 13 research subjects. The instruments used for collecting the data were questionnaires, verbal reports, interviews as well as tests. The data were analyzed by using typology technique.

Based on the data collected, this research identified 64 harrzi learning strategies which were divided into six main categories. There were two factors that influenced the application of these strategies: learner factor and orthography factor. Furthermore, this research also found several particular strategies that were used effectively by the successful learners to enhance their studies, but they were not used by the unsuccessful learners."