From syllable to meaning : effects of knowledge of syllable in learning the meaning bearing units of language

Çöltekin, Çağrı
This thesis aims to investigate the role of the syllable, a non-meaning bearing unit, in learning high level meaning bearing units---the lexical items of language. A computational model has been developed to learn the meaning bearing units of the language, assuming knowledge of syllables. The input to the system comprises of words marked at syllable boundaries together with their meanings. Using a statistical learning algorithm, the model discovers the meaning bearing elements with their respective syntactic categories. The model's success has been tested against a second model that has been trained with the same corpus segmented at morpheme boundaries. The lexicons learned by both models have been found to be similar, with an exact overlap of 71%.


Language learning strategies and self-efficacy beliefs as predictors of english proficiency in a language preparatory school
Açıkel, Merih; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
An Experimental study on acquisition of prepositions in English as a third language
Çabuk, Sakine; Sağın Şimşek, Sultan Çiğdem; Gracanın Yüksek, Martına; Department of English Language Teaching (2016)
This study explores the role of cross-linguistic influence in third language acquisition process by examining English adpositions. Comprehension, processing and production of English prepositions (in, on, at, behind, over, to) were examined through off-line and on-line data collection tasks to find out which of the two known languages (L1 or L2) is the major source of cross-linguistic influence on the acquisition of English (L3) adpositions given the fact that adpositions are morphologically and syntactical...
Facilitating english as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment
Uz Bilgin, Çiğdem; Tokel, Saniye Tuğba; Yalçın, Şenöm Tuğba; Department of Computer Education and Instructional Technology (2016)
The aim of this study was to investigate how vocabulary learning, task completion, and contextual vocabulary exploration processes of English as a Foreign Language (EFL) learners can be facilitated in a mobile supported situated learning environment. METU Science and Technology Museum which is a large, open space populated with interactive science exhibits was chosen as an authentic learning environment. Mobile system which includes instructions of the experiments and also provides dictionary and visual def...
Code-switching in EFL classrooms : a case study on discourse functions, switch types, initiation patterns, and perceptions
Horasan, Seçil; Seferoğlu, Gölge; Department of English Language Teaching (2013)
This case study aimed to investigate the amount of code-switching used by students and teachers in English as a Foreign Language (EFL) classrooms at the School of Languages at a state university in terms of switch types, initiation patterns, and the discourse functions of code-switching, as well as the perceptions of the participants. Four classrooms consisting of 92 students and 8 teachers took part in the study. 16 lessons in total were observed and video-recorded. The recordings were transcribed along wi...
Heideggerian way-making to language
Sezgi, Damla; Karademir, Aret; Department of Philosophy (2016)
The main concern of the present thesis is ‘language’ in Heidegger. Beginning with a discussion of the place of the Heideggerian thought within the context of the history of philosophy, which at that time witnessed a shift which is called ‘linguistic turn’, the question ‘What is language?’ is scrutinized to show the dilemma which arises from the fact that this question itself is in language. After, from the Heideggerian perspective, the interrogation of the whatness of language is shown to be inadequate, req...
Citation Formats
Ç. Çöltekin, “From syllable to meaning : effects of knowledge of syllable in learning the meaning bearing units of language,” M.S. - Master of Science, Middle East Technical University, 2006.