scholarly journals Using Predictability for Lexical Segmentation

2016 ◽  
Vol 41 (7) ◽  
pp. 1988-2021 ◽  
Author(s):  
Çağrı Çöltekin
Keyword(s):  
Lexical Segmentation

Lexical Segmentation in Artificial Word Learning: The Effects of Converging Sublexical Cues

2017 ◽  
Vol 61 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Odile Bagou ◽  
Ulrich Hans Frauenfelder
Keyword(s):  
Word Learning ◽  
Synergistic Effects ◽  
New Words ◽  
Artificial Languages ◽  
Prosodic Cues ◽  
Different Types ◽  
Lexical Segmentation

This study examines how French listeners segment and learn new words of artificial languages varying in the presence of different combinations of sublexical segmentation cues. The first experiment investigated the contribution of three different types of sublexical cues (acoustic-phonetic, phonological and prosodic cues) to word learning. The second experiment explored how participants specifically exploited sublexical prosodic cues. Whereas complementary cues signaling word-initial and word-final boundaries had synergistic effects on word learning in the first experiment, the two manipulated prosodic cues redundantly signaling word-final boundaries in the second experiment were rank-ordered with final pitch variations being more weighted than final lengthening. These results are discussed in light of the notions of cue type, cue position and cue efficiency.

scholarly journals The Role of the Syllable in Lexical Segmentation in French: Word-Spotting Data

2002 ◽  
Vol 81 (1-3) ◽  
pp. 144-161 ◽  
Author(s):  
Nicolas Dumay ◽  
Uli H. Frauenfelder ◽  
Alain Content
Keyword(s):  
Word Spotting ◽  
French Word ◽  
Lexical Segmentation

scholarly journals The use of fundamental frequency for lexical segmentation in listeners with cochlear implants

2009 ◽  
Vol 125 (6) ◽  
pp. EL236-EL241 ◽  
Author(s):  
Stephanie Spitzer ◽  
Julie Liss ◽  
Tony Spahr ◽  
Michael Dorman ◽  
Kaitlin Lansford
Keyword(s):  
Cochlear Implants ◽  
Fundamental Frequency ◽  
Lexical Segmentation

scholarly journals Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

2020 ◽  
Vol 10 (4) ◽  
pp. 723-749
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Word Level ◽  
Lexical Segmentation ◽  
Two Measures ◽  
L2 Listening ◽  
Japanese Learners ◽  
L2 Vocabulary

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

Lexical segmentation of speech from energy above 5 kHz

2013 ◽  
Vol 134 (5) ◽  
pp. 4072-4072
Author(s):  
A. Davi Vitela ◽  
Brian B. Monson ◽  
Andrew J. Lotto
Keyword(s):  
Lexical Segmentation

scholarly journals The Role of Morphosyntactic Awareness in Conventional Lexical Segmentation

2013 ◽  
Vol 23 (55) ◽  
pp. 225-233 ◽  
Author(s):  
Sandra Regina Kirchner Guimaraes
Keyword(s):  
Public Schools ◽  
Elementary Education ◽  
Written Language ◽  
Statistical Analyses ◽  
Word Use ◽  
Writing Acquisition ◽  
Lexical Segmentation ◽  
Positive Correlations ◽  
And Performance

Starting with the alphabetic stage of writing acquisition, the learner struggles with issues related to spelling, including the segmentation of writing in graphic words. This study examined the conventional segmentation of words and its relation to morphosyntactic awareness in a sample of students in the 4th and 5th years of elementary education in public schools. Results reveal a discrepancy between the oral identification of words and performance in the segmentation of writing, with three criteria being used by students to define “word”: (1st) full meaning; (2nd) sequence of letters, not only one or two; (3rd) frequency of word use. Statistical analyses revealed significant positive correlations between conventional segmentation and morphosyntactic awareness. It is inferred that morphosyntactic skills support the establishment of the conventional notion of the word, and it is suggested that teachers promote the development of these skills, in order to ensure a greater command of the written language.

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