“Turklang” Linguistic Knowledge Graph for Creation of Tools for Teaching Turkic Languages

This article presents elements of the “Turklang” linguistic knowledge graph developed at the Institute of Applied Semiotics of the Academy of Sciences of Tatarstan and used as a basis for creating a number of linguistic resources and tools: the “Turkic Morpheme” portal, the “Tugan Tel” electronic co...

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Published inAutomatic documentation and mathematical linguistics Vol. 58; no. Suppl 3; pp. S95 - S101
Main Authors Gatiatullin, A. R., Prokopyev, N. A.
Format Journal Article
LanguageEnglish
Published Moscow Pleiades Publishing 01.12.2024
Springer Nature B.V
Subjects
Computer Science
Education
Graphs
Information Storage and Retrieval
Knowledge representation
Languages
Linguistics
knowledge base
low-resource languages
e-learning
linguistic resource
automated answer grading
web portal
Turkic languages
knowledge graph
linguistic unit
knowledge control
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Summary:This article presents elements of the “Turklang” linguistic knowledge graph developed at the Institute of Applied Semiotics of the Academy of Sciences of Tatarstan and used as a basis for creating a number of linguistic resources and tools: the “Turkic Morpheme” portal, the “Tugan Tel” electronic corpus of the Tatar language, linguistic processors. Creating an educational environment requires subject-oriented knowledge graphs, for which methods of general and open graphs are not suitable. This paper describes linguistic knowledge graphs, which reflect, on the one hand, potential capabilities of Turkic languages, and on the other hand, examples of actual use in texts. Peculiarity of these knowledge graphs is that they contain linguistic units of different linguistic levels and concepts corresponding to meanings of these linguistic units, which are built into a single model of the linguistic knowledge graph. Structure of this knowledge graph allows to formulate the content of a training course, build an individual educational trajectory, as well as create tests and tools of automated answer grading as part of knowledge control when teaching Turkic languages. This makes it possible to subsequently develop, based on these graphs, training programs taking into account the structural and functional features of the Turkic languages and also contributes to the implementation of individual goals of students.
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ISSN:0005-1055
1934-8371
DOI:10.3103/S0005105525700153