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Interspel (from ''International English Spelling'') is a set of principles introduced by Valerie Yule〔V. Yule. (The design of spelling to match needs and abilities. ) Harvard Educational Review. 1986. 56: 278-297.〕〔V. Yule. (Interspel: Updating the Writing System for International English )〕 to meet the challenge of how to remove unpredictability and inconsistency from present English spelling while keeping the present heritage of print through minimal change in its appearance. That can be done when prevailing assumptions are challenged. The advantages of present spelling are maximized for users and learners by applying psychological research on their needs and abilities, facilitating both visual and auditory reading processes, and by taking account of the special features of the English language.〔 This also promotes visible relationships of English and international vocabulary. Principles for systematization reduce present disadvantages. A phonemic spelling for beginners and dictionary pronunciation guides forms a base that then modifies. Such a combination of advantages has been claimed to be impossible. However, psychological and linguistic research and technological advances now make such a systematic reform more feasible, including breakthroughs by innovations that run counter to the usually expected proposals for spelling reform. ==Interspel levels== Interspel-style reform,〔〔 still in process of development and testing, has the following four levels for learning and use: # The alphabetic principle of sound-symbol correspondence, for beginner learners and for dictionary pronunciation keys. The correspondence is diaphonic, that is, broad and conventionalized so that dialect variations are subsumed, as in the spellings ''dog'' and ''banana'', and it represents clear formal speech, not casual slurring. # Learners immediately move on to an unexpected feature of this reform, as they learn the irregular spellings of around thirty of the hundred most common words which make up about half of everyday text. This dramatically retains half of the appearance of present print, and assists learners to start reading the print around them. # Learners progressively move into reading and writing adult text with applied morphemic principles, such as consistent ''-s/es'' and ''-d/ed'' spellings for plural and tense endings. Only a few differentiated spellings of homophones prove needful. Doubled consonants can show irregular stress. Transitional features include personal choice for the spelling of names and recognizing for reading but not needed for writing, eight one-way-pronunciation alternative spellings for vowels and alternative pronunciations of three consonants for reading. This ‘Spelling without traps for reading’ then closely resembles existing English spelling, which it has made more consistent. # Learners are directed to an internet forum and given instruction to spot spelling, grammar and punctuation and then correct them. In this way, readers accustomed to present spelling are not inconvenienced. Writers, including poor spellers, can use the predictable spellings that can be accepted as alternative spellings〔Kenneth G. Wilson. (''The Columbia Guide to Standard American English'' ). 1993.〕 in dictionaries until usage determines public preference. The first principle for present spellers can be to omit surplus letters〔V. Yule. (Cutting out Surplus Letters, as a first spelling improvement )〕 in words that serve no purpose to represent meaning or pronunciation, and can often mislead. This streamlining trend〔V. Yule. (English Spelling Improvement )〕 is already occurring, especially in text messaging. The English spelling reform based on Interspel envisages an ''International English Spelling Commission''〔V. Yule. (The Case for an International Commission on English Spelling )〕 to monitor research and authorize testing and implementation of findings. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Interspel」の詳細全文を読む スポンサード リンク
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