This paper presents particularly a contextual post processing subsystem for a Turkish machine printed character recognition system. The contextual post processing subsystem is based on positional binary 3gram statistics for Turkish language, an error corrector parser and a lexicon, which contains root words and the inflected forms of the root words. Error corrector parser is used for correcting CR alternatives using Turkish Morphology.

THE TEACHER ATTITUDES TOWARD THE LEARNER CONTROL STRATEGY ABSTRACTThe major purpose of this research was to examine the uses' level of learner control strategy by teachers as general in their courses. For this study, data were collected from 219 state primary school teachers, including Turkish, English, math, science, social science, religion and morality, and computer-technology teachers in the province of Adana, Turkey, during the 2010-2011 academic year. The data were gathered by administering the learner control strategy questionnaire (for teachers) that was developed by the researcher, who collected the data from participating schools over a span of a month. The frequencies, percentages, means and standard deviations were considered in the data analysis, which was performed using spss for windows 11.5. The data analysis showed that the means of items 13 (my students can express their views on the length of each lesson), 21 (my students can decide what courses they should take) and 22 (my students can choose what topics, units or parts of units that they want to study) were low, whereas the means of the other items on the questionnaire were high.

No abstract

No abstract

The primary aim of this study was to examine the preferences of 8th grade students who had high academic grades in several study skills categories. The study group consisted of 23 8th grade students who were attending a state secondary school in the province of Adana, Turkey, during the 2012-2013 academic year. The research method was qualitative. Content analysis and descriptive analysis were used to analyse the data. The data were collected through semi-structured interviews with interview forms. All of the interviews were audio-recorded, learners gave written consent to participate and consented orally to the interview and audio recording. The audio recordings were transcribed. As a consequence of this research, the learners clarified their views about the study skills categories. Most of the learners expressed the following preferences: 12 students stated that they prepared study plans and weekly schedules; 14 students emphasised that they divided their courses into smaller content units when they reviewed the course material; 15 learners stated that their study environment must be quiet; 7 students stated that they listened to music when experiencing stress; 9 students believed that stress is necessary for learning and determined that it should be maintained at an appropriate level; 4 students said that they increased their motivation by reviewing the course material; and 3 students explained that studying effectively increases their motivation. In conclusion, when the study skills categories discussed in the literature are used to analyse students' study habits, students seem to apply the categories of study skills when studying their course material.