<div style="text-align:center;font-family:arial,helvetica,sans-serif">=====================================================<br> L O W L A N D S - L - 10 January 2012 - Volume 04<br>
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<p style="margin:0in 0in 0.0001pt"><br></p><br><div>From: <span class="gI"><span class="gD"><a href="mailto:heatherrendall@tiscali.co.uk">heatherrendall@tiscali.co.uk</a></span> <span class="go"><a href="mailto:heatherrendall@tiscali.co.uk">heatherrendall@tiscali.co.uk</a></span></span><br>
Subject: <span class="gI">LL-L "Phonology" 2012.01.09 (03) [EN]</span><br><br>from Heather Rendall <a href="mailto:heatherrendall@tiscali.co.uk">heatherrendall@tiscali.co.uk</a><br>
<br>
I have been following this thread with great interest because it is a<br>
particular interest of mine.<br>
I would like to<br>
emphasise one thing which tends to get lost in a written discussion -<br>
which is that metathesis is originally an audio/verbal activity. It is<br>
so easy to look at written examples and just take the juxtaposition of<br>
letters for granted - or even accept it as a pretty easily<br>
understandable phenomenon.<br>
<br>
However if you read the examples out loud and listen to the amazing<br>
difference in sound that metathesis requires, you begin to ask yourself<br>
just what is it in the brain and the auditory processes that allows<br>
this to happen?<br>
<br>
When talking about it with teachers I refer to the amazing " audio-<br>
gymnastics" that the brain has to do in order to create 'ors' out of<br>
'ros'. One has to imagine oneself illiterate to get the real force of<br>
this ability (?) linguistic characteristic? error in processing (?) ...<br>
what is going on and how would one best describe it.<br>
<br>
That it continues to this day is clear when<br>
<br>
a) listening to children learning to speak; my grand-daughter has come<br>
up with some super examples; I shall have to start writing them down<br>
<br>
b)locals in Northamptonshire still refer to Althorpe ( Earl Spencer's<br>
place' ) as 'Altrup' whereas I am unaware of any of the Yorkshire /<br>
North England's .... thorpes being treated like this..... though I<br>
would love to hear some examples if it does happen.<br>
<br>
We did discuss this years ago I remember and at the risk of repeating<br>
something from the archives: I suggested then that there may well be a<br>
link between methathesis and dyslexia - at least some forms of the<br>
latter, as I am convinced that many conditions are brought together<br>
under that same title ( for example: those people who benefit from<br>
coloured reading glasses to bring 'dancing letters' or 'curved pages'<br>
under control.)<br>
<br>
best wishes<br>
<br>
Heather<br>
Worcester UK<br><br>----------<br><br>From: Hannelore Hinz <hannehinz@t-online><br>
Subject: LL-L "Phonology" 2012.01.09 (03) [EN)<br>
<br>Meine Antwort auf:<br>
From: R. F. Hahn<br>
Subject: Phonology<br>
<br>
Hallo Ron un ok all' Lowlanners,<br>
<br>
ick sett noch wat hentau:<br>
<br>
<b>. Brett </b>Pl. Bräd', Bröder, selt. Bräders, Mnd. <i>bret n.<br>
</i><b>. Brust </b>Bost, ält. Borst, Pl. Böst, Mnd. <i>borst<br>
</i><b>. dreizehn </b>dörteihn, drütteihn, Mnd. <i>dörtein<br>
</i><b>. dreißig </b>dörtig, drüttig, drittig, druchtich<br>
<b>. dreißigste </b>dörtigst<br>
<b>. dritte </b>drüdd', drürr, drütt, drürrt, dörde, Mnd. <i>dörde,
drüdde<br>
</i><b>. dreschen </b>döschen, alt. dörschen, trituare 'dorschen',
Mnd. <i>dörschen<br>
<b>. </b></i><b>Grütze</b><i><b> </b></i>Grütt, selten görke,
ghorte, Mnd. <i>görke, grütte</i><br>
<b>. Kresse </b>Kreß, Karse, Kerse, Kersse, Karß,<i> </i>Mnd. <i>kerse<br>
</i><b>. Kruste </b>Köst, Rinde bes. des Brotes, <i>'ene korste
brodes', </i>Mnd. <i>korste </i>aus lat. <i>erusta</i><br>
<b>. geboren </b>buren, boren, baren <i>vom mnd. beren: gebären<br>
</i><b>. bersten, platzen </b>barsten, basten, ält. barsten,
busten, bassen: birschen (jagen), Mnd. <i><br>
bersten, barsten<br>
<br>
</i>Lit.: Wossidlo/Teuchert<br>
<br>
Best Gräuten.<br>
Hanne<br></div><i>
</i><br>
<span></span></div></div>
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