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Relevant bibliographies by topics / Lexical Knowledge Transfer

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Academic literature on the topic 'Lexical Knowledge Transfer'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Lexical Knowledge Transfer"

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Min, Gu, Hajar Abdul Rahim, and Ang Leng Hong. "Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations." Journal of Curriculum and Teaching 12, no. 4 (2023): 47. http://dx.doi.org/10.5430/jct.v12n4p47.

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Restricted verb+noun collocations in English comprise delexical verb+noun collocations and lexical verb+noun collocations. The former are combinations containing verbs with ‘light’ meaning, such as make a mistake, take pictures, and have dinner, while lexical verb+noun collocations refer to combinations with technical meaning or figurative sense, such as draw a conclusion and hold discussions. Many studies have shown that these collocations are challenging to non-native English speakers, but to what extent and why one type is more challenging than the other has not received much research atten

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Hancin-Bhatt, Barbara, and William Nagy. "Lexical transfer and second language morphological development." Applied Psycholinguistics 15, no. 3 (1994): 289–310. http://dx.doi.org/10.1017/s0142716400065905.

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AbstractThis study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students’ ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that words ending in -ty in English often have a Spanish cognate ending in -dad). A total of 196 Latino bilingual students in 4th, 6th, and 8th grade were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional

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Vujovic, Marija. "Lexico – Semantic Transfer in the Interlanguage of Serbophone Students Learning Italian as L2 and Spanish as L3." Филолог – часопис за језик књижевност и културу 22, no. 22 (2020): 178–96. http://dx.doi.org/10.21618/fil2022178v.

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Lexical transfer, ie the influence of the student's knowledge of a word of one language on the knowledge or use of words in the target language is an important cognitive process in learning a new language students often use as a compensation strategy. This paper deals with errors in the interlanguage of L1 Serbian students learning two typologically similar languages: Italian and Spanish, which arose as a consequence of lexico - semantic transfer. The most frequent errors caused by lexico - semantic transfer were identified and classified by the method of error analysis. An extremely large num

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Verhallen-van Ling, Marianne, Leyla Özdemir, Evrim Yüksef, and Rob Schoonen. "Woordkennis Van Turkse Kinderen in de Bovenbouw Van Het Basisonderwijs." Toegepaste Taalwetenschap in Artikelen 61 (January 1, 1999): 21–33. http://dx.doi.org/10.1075/ttwia.61.03ver.

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In this study the breadth and depth of lexical knowledge in bilingual Turkish students in the Netherlands is compared to this knowledge in monolingual peers in Turkey. The Dutch students also performed a Dutch test on deep lexical knowledge, i.e. the Word Association Task (WAT). The results show that the bilingual children lag behind their peers in Turkey in both breadth (Peabody Picture Vocabulary Test) and depth (WAT) of lexical knowledge. Differences in deep lexical knowledge are relatively small compared to the differences in breadth of lexical knowledge. Furthermore, it turns out that the

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Vega, Silvia. "L2 Transfer in l3 Acquisition and Use." Toegepaste Taalwetenschap in Artikelen 63 (January 1, 2000): 83–91. http://dx.doi.org/10.1075/ttwia.63.09veg.

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This study investigates the effect of the language learner's 'psychotypology', i.e. per-ception of language distance, on the extent to which he or she transfers from a second language (L2) to a third language (L3). Three native speakers of Dutch with additional knowledge of English were interviewed in their L3 French. Subsequently, retrospective comments were elicited. The French oral data was analysed for lexical transfer errors, and by means of the retrospective data lexical transfer 'successes' were also identified. It was found that L2 English outweighed LI Dutch as a transfer source. Cons

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Suda, Koji, and Shigenori Wakabayashi. "The acquisition of pronominal case-marking by Japanese learners of English." Second Language Research 23, no. 2 (2007): 179–214. http://dx.doi.org/10.1177/0267658307076545.

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Eighty-one seventh- and eighth-grade students (age 12—14) learning English in Japanese classrooms were tested on their knowledge of English case-marked pronouns in sentences like He likes her, * He likes she and * Him likes her. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Japanese, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and t

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del Pilar Agustín-Llach, María. "The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence." International Journal of Bilingualism 23, no. 5 (2017): 888–900. http://dx.doi.org/10.1177/1367006917728818.

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Aims: The aim of the present paper is to look into the impact of bilingualism on lexical knowledge, lexical fluency, and lexical cross-linguistic influence (CLI). Design and methodology: To that end, Spanish monolingual (86) and Spanish–Basque bilingual (87) EFL learners were tested on lexical knowledge, lexical fluency, and (lexical) CLI by means of a task of lexical availability. Data were extracted from written sources. Data and analysis: Numerous responses were produced and instances of lexical CLI were examined and compared between monolingual and bilingual learners. Findings/Conclusions:

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Ortega, Mireia, and M. Luz Celaya. "Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less?" Languages 4, no. 3 (2019): 55. http://dx.doi.org/10.3390/languages4030055.

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Research in Crosslinguistic influence (CLI) has traditionally addressed two broad types of lexical CLI—transfer of form and transfer of meaning (Ringbom 1987)—which were reconceptualized by Jarvis (2009) as lexemic and lemmatic transfer, respectively. Whereas the former considers the phonological and graphemic structure of words, the latter is related to semantic and syntactic properties. These types of lexical CLI have been analysed in relation to L2 proficiency, but not in relation to factors such as Study Abroad (SA), which the present study aims to investigate. The oral production by 107 C

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Pajoohesh, Parto. "A Probe into Lexical Depth: What is the Direction of Transfer for L1 Literacy and L2 Development?" Heritage Language Journal 5, no. 1 (2007): 117–46. http://dx.doi.org/10.46538/hlj.5.1.6.

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This paper examines the intersection between heritage language (HL) learning and the development of English and Farsi deep lexical knowledge. The study compares two groups of Farsi-English bilingual children with different HL educational backgrounds and a group of English-only children by testing their paradigmatic-syntagmatic knowledge of words. A statistical analysis of the children's deep lexical knowledge was conducted in light of their HL literacy experience, second language (English) schooling, and length of residence. The findings revealed that longer length of residence and L2 schoolin

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Hartmann, Silvana, Judith Eckle-Kohler, and Iryna Gurevych. "Generating Training Data for Semantic Role Labeling based on Label Transfer from Linked Lexical Resources." Transactions of the Association for Computational Linguistics 4 (December 2016): 197–213. http://dx.doi.org/10.1162/tacl_a_00093.

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We present a new approach for generating role-labeled training data using Linked Lexical Resources, i.e., integrated lexical resources that combine several resources (e.g., Word-Net, FrameNet, Wiktionary) by linking them on the sense or on the role level. Unlike resource-based supervision in relation extraction, we focus on complex linguistic annotations, more specifically FrameNet senses and roles. The automatically labeled training data ( www.ukp.tu-darmstadt.de/knowledge-based-srl/ ) are evaluated on four corpora from different domains for the tasks of word sense disambiguation and semantic

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Books on the topic "Lexical Knowledge Transfer"

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Mowatt, D. A knowledge-rich lexicon specification for a transfer-based machine translation system. UMIST, 1997.

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Book chapters on the topic "Lexical Knowledge Transfer"

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Busa, Federica, Daniele Dubois, Christiane Fellbaum, Patrick Saint-Dizier, and Evelyne Viegas. "A Comparison of Different Lexical Semantics Approaches for Transfer Verbs with a Particular Emphasis on Buy/Sell." In Predicative Forms in Natural Language and in Lexical Knowledge Bases. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-017-2746-4_2.

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Crossley, Scott A., and Danielle S. McNamara. "4. Detecting the First Language of Second Language Writers Using Automated Indices of Cohesion, Lexical Sophistication, Syntactic Complexity and Conceptual Knowledge." In Approaching Language Transfer through Text Classification, edited by Scott Jarvis and Scott A. Crossley. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696991-005.

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Bose, Saugata, and Guoxin Su. "LexiFusedNet: A Unified Approach for Imbalanced Short-Text Classification Using Lexicon-Based Feature Extraction, Transfer Learning and One Class Classifiers." In Knowledge Management and Acquisition for Intelligent Systems. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-7855-7_6.

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Soto, Sandy T., Estefanía Vargas Caicedo, Carmen Maricela Cajamarca, and María Liliana Escobar. "The most common errors within the written discourse of EFL beginners at Ecuadorian universities." In Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers. Editorial UTMACH, 2020. http://dx.doi.org/10.48190/9789942241375.3.

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Making errors while learning a language is nothing else than part of the learning process itself. The transfer of the mother tongue (L1) into a second language (L2) acquisition process is inevitable and mainly noticeable in the initial learning levels. The results of an Error Analysis (EA) in the written discourse become an advantage in the teaching of English as a Foreign Language (EFL) since it provides a clear image of what should be reinforced in the classroom. The aim of this study is to identify the most common errors made by EFL beginning level Ecuadorian college students in their writt

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Crossley, Scott A., and Danielle S. McNamara. "Detecting the First Language of Second Language Writers Using Automated Indices of Cohesion, Lexical Sophistication, Syntactic Complexity and Conceptual Knowledge." In Approaching Language Transfer through Text Classification. Channel View Publications, 2012. https://doi.org/10.2307/jj.27195494.7.

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Bovkunova, Oksana. "SEMANTIC FEATURES OF LEXICAL UNITS AND THE MAIN ASPECTS OF THEIR TRANSLATION PROBLEMS". У Іншомовна комунікація: інноваційні та традиційні підходи. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/ikitp.monograph-2021.05.

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The article examines the linguistic and non-linguistic aspects of translation, certain components of translation activity and their relationship. It specified features of the translation process, taking into account its linguistic and non-linguistic aspects. Particular attention is paid to the role of background knowledge and the correct understanding of the subject situation in the translation process, the stylistic components of modeling text translation systems are emphasized. The article highlights the interpretation of a number of concepts of modern cognitive semantics. The semantic chara

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Osipov, Petro, and Nataliia Bulyk. "TRANSLATION OF CLASSICS OF GERMAN POETRY IN UKRAINIAN." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-9.

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Translation issues have long been in the field of view of translators and philologists-researchers. The focus was on the definition of the translation process in view of its psychological and lexical-semantic features and its perception as a certain creative action. The translation process is always functionally and thematically defined and controlled. Its main purpose is to provide the necessary information and establish communication between people of different languages and cultures. Considering translation as an interlingual communication process, we address the question of what language o

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Barrett, Will, M. S. Lydia Lau, and Peter M. Dew. "Facilitating Knowledge Transfer in an R&D Environment." In Internet-Based Organizational Memory and Knowledge Management. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-82-7.ch008.

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Managing knowledge is not a new idea. Although the term “knowledge management” is a recent introduction into the corporate lexicon, the concept is by no means exclusive to the 1990s. The underlying concepts of knowledge management, such as collaboration, exchange of ideas, communication, and so on, have always been present in organisations. Spontaneous, unrestricted knowledge transfer is vital to business success and the transfer of knowledge occurs within organisations whether the process is managed or not. In large, decentralised organisations, knowledge is constrained by organisational, cul

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Abdoullaev, Azamat. "How to Represent the World." In Reality, Universal Ontology and Knowledge Systems. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-966-3.ch010.

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As far as human knowledge about the world is commonly given in NL expressions and as far as universal ontology is a general science of the world, the examination of its impact on natural language science and technology is among the central topics of many academic workshops and conferences. Ontologists, knowledge engineers, lexicographers, lexical semanticists, and computer scientists are attempting to integrate top-level entity classes with language knowledge presented in extensive corpora and electronic lexical resources. Such a deep quest is mostly motivated by high application potential of

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Hancı-Azizoglu, Eda Başak. "Bilinguals' Semantic Transfer Across Languages." In Global and Transformative Approaches Toward Linguistic Diversity. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8985-4.ch001.

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The present research study investigates the influence of first language transfer through semantically ill-formed sentences when speakers of multiple languages process their linguistic knowledge across different languages. The focus is on cases, where a polysemous word or an idiomatic expression in the fırst language is expressed by a semantically ill-formed lexicon or phrase transfer in the target language. The data, collected from multilingual participants of various first language origins, are explored to find out how and in what contexts cross-language transfer occurs among advanced languag

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Conference papers on the topic "Lexical Knowledge Transfer"

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Xia, Fei, Bin Li, Yixuan Weng, et al. "LingJing at SemEval-2022 Task 3: Applying DeBERTa to Lexical-level Presupposed Relation Taxonomy with Knowledge Transfer." In Proceedings of the 16th International Workshop on Semantic Evaluation (SemEval-2022). Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.semeval-1.30.

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Feng, Xiaocheng, Xiachong Feng, Bing Qin, Zhangyin Feng, and Ting Liu. "Improving Low Resource Named Entity Recognition using Cross-lingual Knowledge Transfer." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/566.

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Neural networks have been widely used for high resource language (e.g. English) named entity recognition (NER) and have shown state-of-the-art results.However, for low resource languages, such as Dutch, Spanish, due to the limitation of resources and lack of annotated data, taggers tend to have lower performances.To narrow this gap, we propose three novel strategies to enrich the semantic representations of low resource languages: we first develop neural networks to improve low resource word representations by knowledge transfer from high resource language using bilingual lexicons. Further, a

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Popescu, Maria magdalena, and Filofteia Repez. "TEACHING DIGITAL IN PANDEMIC TIMES: RECALIBRATING THE CLASSROOM FOR WEB 3.0 STUDENTS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-057.

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In post pandemic times when looking forward to the normality is the focus of everyone's attention, research areas abound in papers spinning around the same topic- COVID-19. From disinformation to a mired economy, to the effects on global mobility, education, health, social and political aspects, all papers observe, analyze, count and draw conclusions on what COVID-19 meant for the whole world. Studies vary from a national level approach to the international, continental and global, with a specialist or generalist approach, from analyses on figures from economy and tourism to lexical analyses o

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Pamungkas, Endang Wahyu, Dian Purworini, Diah Priyawati, and Rona Rizkhy Bunga Chasana. "Exploring the Impact of Lexicon-based Knowledge Transfer for Hate Speech Detection in Indonesia Code-Mixed Languages." In NLPIR 2023: 2023 7th International Conference on Natural Language Processing and Information Retrieval. ACM, 2023. http://dx.doi.org/10.1145/3639233.3639247.

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