Academic literature on the topic 'Transfert interlingual'
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Journal articles on the topic "Transfert interlingual"
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Szeflińska-Baran, Magdalena, and Marek Baran. "Les paramètres traductologiques du transfert interlingual de l’humour." SABIR. INTERNATIONAL BULLETIN OF APPLIED LINGUISTICS 1, no. 1 (November 22, 2019): 144. http://dx.doi.org/10.25115/ibal.v1i1.2893.
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Kourdis, Evangelos. "Le sous-titrage et le commentaire au service d’un mythe." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 16, no. 2 (November 26, 2018): 303–23. http://dx.doi.org/10.1075/forum.16006.kou.
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Résumé Dans cette étude nous mettrons en valeur la dimension sémiotique du sous-titrage en grec et du commentaire de spots publicitaires français qui traitent des soins corporels. Il s’agit de spots publicitaires qui lancent sur le marché grec des produits de soins corporels de la marque Le petit Marseillais. L’étude se fait tant au niveau interlingual qu’au niveau intersémiotique. Nous allons voir que le choix sémiotique du sous-titrage est lié aux connotations positives de la société grecque concernant la langue française lorsqu’ elle est utilisée dans la publicité de produits cosmétiques et de soins corporels. Par ailleurs les sous-titres traduisent parfois intersémiotiquement les dialogues du spot et le contenu de l’image ce qui facilite le transfert culturel de la valeur de la méditerranéité avec laquelle les Grecs sont familiarisés. Les constatations principales tirées sont que le sous-titrage ne s’éloigne pas de la langue source, préservant ainsi les mêmes isotopies sémantiques, et que la traduction intersémiotique est une caractéristique commune des spots publicitaire qui se fait entre les énoncés verbaux français ou les sous-titres grecs et le contenu de l’image. Enfin, les commentaires grecs reproduisent les informations essentielles du texte français effacé, ce qui dote les spots d’une valeur supplémentaire grâce à leur caractère médiatique et narratif.
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Stage, Dorthe. "Comparing types of interlingual transfer." Perspectives 10, no. 2 (January 2002): 119–34. http://dx.doi.org/10.1080/0907676x.2002.9961438.
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Dollerup, Cay. "Interlingual transfers and issues in translatology." Perspectives 1, no. 2 (January 1993): 137–54. http://dx.doi.org/10.1080/0907676x.1993.9961208.
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Ortego-Antón, María-Teresa, and Janine Pimentel. "Interlingual transfer of social media terminology." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 1 (April 4, 2019): 114–30. http://dx.doi.org/10.1075/babel.00077.ort.
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Abstract This article addresses the terminology used in the field of social media, a new field introduced by recent technological advances. As social media was first created in an English-speaking context, speakers of other languages have had to develop ways to express the concepts of this field in their own languages. It is thus relevant for translators and journalists to understand the linguistic means by which the transfer of such concepts occurs. In order to achieve this, a comparable corpus of newspaper articles on social media (Facebook and WhatsApp) written in English, Spanish and Brazilian Portuguese was compiled and the procedures used by Brazilian Portuguese and Spanish journalists to convey frequently-used English terms were examined. The main translation procedures observed in the study are equivalence, calque, loan and paraphrase. Although most procedures occur in the texts written in both Spanish and Brazilian Portuguese, their frequency of use indicates linguistic preferences in the languages.
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Mahmoud, Abdulmoneim. "Interlingual Transfer of Intralingual Errors: Lexical Substitution from MSA to EFL." Studies in English Language Teaching 7, no. 4 (October 24, 2019): p419. http://dx.doi.org/10.22158/selt.v7n4p419.
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This study takes a closer look at the adverse effects of the use of interlingual transfer as a compensatory communication strategy by EFL learners with a diglossic background. The data were collected from the Arabic-English translations of 80 male and female third year university students studying introductory courses in translation as part of the requirements of their BA English program. A total of 850 interlingual lexical substitutions were detected out of which 219 (26%) could be due to intralingual problems within Modern Standard Arabic (MSA). Most of these errors were cases of failure to distinguish between formally or semantically related words in MSA due to the lack of competence in this variety of Arabic. Accordingly, the study underscores the need for improvement of the teaching and learning of MSA which may help not only translators but also EFL learners who rely on interlingual transfer as a compensatory strategy. The study also calls for a deeper analysis of the interlingual errors of EFL learners in situations of diglossia where their level of competence in one variety is higher than the other. Further studies may reveal more about the magnitude and types of the interlingual transfer of intralingual errors.
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Warsono, Warsono. "LANGUAGE TRANSFER IN LEARNER LANGUAGE." EduLite: Journal of English Education, Literature and Culture 1, no. 1 (February 1, 2016): 103. http://dx.doi.org/10.30659/e.1.1.103-114.
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In using the foreign language they are learning, learners tend to use forms that deviate from the target language (TL) norms. The question that arises is whether these forms are the result of transfer or the result of some other causes; and if transfer does exist in learner language, whether it diminishes with the development of the learner TL achievement. This paper tries to find answers to these questions by (1) reviewing some related literature, and (2) looking at some data of learners’ written production of Indonesian learners of English. The data were collected from the writings of the fifth semester students of the English Department (group A, representing low level of L2 achievement), and the final projects written by the English Department students (group B, representing high level of L2 achievement). In this paper, all forms that deviate from the TL norms were called errors, irrespective of whether they were, in fact, mistakes or real errors. The learners’ errors were broadly classified into two classes: intralingual errors and interlingual errors, and it was the latter that became the focus of this study on the assumption that interlingual errorswere caused by L1 transfer. The results of data analysis showed that intralingual errors were slightly higher in group A than interlingual ones; but in group B interlingual errors formed the majority of errors made by the learners (75%). It can be concluded that L1 transfer does exist in the L2 of the Indonesian learners of English. The results also showed that L1 transfer does not diminish with the development of the L2 achievement. It is strongly suggested, therefore, that Indonesian English teachers anticipate the errors caused by L1 transfer and find ways to solve the problems.
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Ranta, Aarne, Krasimir Angelov, Normunds Gruzitis, and Prasanth Kolachina. "Abstract Syntax as Interlingua: Scaling Up the Grammatical Framework from Controlled Languages to Robust Pipelines." Computational Linguistics 46, no. 2 (June 2020): 425–86. http://dx.doi.org/10.1162/coli_a_00378.
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Abstract syntax is an interlingual representation used in compilers. Grammatical Framework (GF) applies the abstract syntax idea to natural languages. The development of GF started in 1998, first as a tool for controlled language implementations, where it has gained an established position in both academic and commercial projects. GF provides grammar resources for over 40 languages, enabling accurate generation and translation, as well as grammar engineering tools and components for mobile and Web applications. On the research side, the focus in the last ten years has been on scaling up GF to wide-coverage language processing. The concept of abstract syntax offers a unified view on many other approaches: Universal Dependencies, WordNets, FrameNets, Construction Grammars, and Abstract Meaning Representations. This makes it possible for GF to utilize data from the other approaches and to build robust pipelines. In return, GF can contribute to data-driven approaches by methods to transfer resources from one language to others, to augment data by rule-based generation, to check the consistency of hand-annotated corpora, and to pipe analyses into high-precision semantic back ends. This article gives an overview of the use of abstract syntax as interlingua through both established and emerging NLP applications involving GF.
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Kurniawan, Mozes. "The Analysis of Interlingual and Intralingual Interference in Children’s Literature Translation Project." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 22, 2018): 223. http://dx.doi.org/10.24167/celt.v18i2.1177.
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Translation is important in preparing children's literature, especially in children's education. When a prospective teacher does not correctly translate teaching materials, children will be impacted by such inaccuracies such as learning confusion, improperly instilled socio-cultural values and even inadequate intellectual development. The disturbances mentioned are under these two condition such as: interlingual interference (also known as transfer between languages) and intralingual interference (also known as transfer in one language) which is reflected from the translation of English-language teaching materials. This research was a descriptive research aiming to find out, describe and explain the interlingual and intralingual interference found in children’s literature translation project. Participants of this research were students who joined in English Language Learning class of Early Childhood Teacher Education study program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. By using translation task/project and semi-structured interview, the research data was collected. The result showed that students still encounter interlingual and intralingual interference especially in some categories. This finding triggered English language practitioners to cope with translation disorder in order to produce the best translated material for children’s education.
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Piotrowska-Oberda, Ewa. "LINGUISTIC DIMENSION OF BUSINESS COACHING DISCOURSE TRANSFER THROUGH INTERLINGUAL TRANSLATION." Sustainable Multilingualism 4, no. 4 (2014): 149–63. http://dx.doi.org/10.7220/2335-2027.4.10.
Full textDissertations / Theses on the topic "Transfert interlingual"
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Haruna, Baba. "Sur la place de la traduction du passé composé et de l'imparfait des verbes français vers l'anglais : une étude des écrits chez les étudiants ghanéens akanophones en licence de FLÉ." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC044/document.
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Dans cet ouvrage, nous nous donnons pour tâche d’investiguer la nature et le rôle du transfert interlingual dans le traitement du passé composé et de l’imparfait en français par les étudiants akanophones du FLE, scolarisés en anglais. À la base d’un cadre construit sur les théories cognitives de Langacker (1986, 2008) et de Talmy (2000a, 2000b) sur l’aspect, ainsi que celles de Jakobson (1959) et de Catford (1965) sur l’équivalence, des données ont été collectées auprès de 57 sujets dans deux universités publiques du Ghana. Les analyses faites à l’aide du PSPP révèlent une tendance de transférer les caractéristiques aspectuo-temporelles du verbe anglais au verbe français chez les participants, menant à une mauvaise interprétation des deux temps. La connaissance de l'akan n'y joue aucun rôle. Nous recommandons que les enseignants fassent référence aux L1 lors de l’introduction des nouveaux concepts, entre autresThis research studies the nature and the extent of the challenges students face with passé composé and imparfait as regards aspect. We investigate the respective roles of Akan, an aspectual language, and of English, a more temporal language in relation to these challenges. Stratified random sampling was employed in data collection among up to 57 students Toolsemployed were interviews, questionnaires and translation tests.The data was analysed with PSPP and discussed within a framework of the cognitive theories of Langacker (1986, 2008) and Talmy (2000a, 2000b), and Jakobson's (1959) et Catford's (1965) theories of equivalence. Results show that Akanophone students of French superimpose TAM featues of English on these French tenses and thus misinterpret them. Learners' background knowledge of Akan plays no role in these operations. We recommend that teachers of French refer to knowledge of L1 in introducing new concepts
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Levesque, Guy-Luc. "Lexico-Semantic Influence in Interlingual Transfer." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4771.
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The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.
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Brückner, Anne. "Filmtitelübersetzung : eine Untersuchung französischer und deutscher Filmtitel im interlingualen Transfer." Master's thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2014/7050/.
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Die empirische Arbeit untersucht den interlingualen Transfer von französischen und deutschen Filmtiteln im vergangenen Jahrhundert. Sie basiert auf einem Korpus von 3.200 französischen Originaltiteln und ihren deutschen Neutiteln und schließt eine Forschungslücke der Filmtitelübersetzung für das Sprachenpaar deutsch-französisch.
Im theoretischen Teil werden die text- und übersetzungswissenschaftlichen Grundlagen dargelegt. Filmtitel bilden eine eigene Textsorte, die unter Zuhilfenahme der Textualitätskriterien von de Beaugrande/Dressler spezifiziert wird. Anhand ausgewählter Beispiele aus dem Korpus werden maßgebliche Funktionen von Filmtiteln, wie Werbung, Information, Identifikation, Kontakt und Interpretation erörtert. Auf E. Prunčs Translationstypologie basieren jene fünf Strategien, die bei der Übertragung von französischen Filmtiteln in den deutschen Sprach- und Kulturraum zum Einsatz kommen: Identität, Analogie, Variation, Innovation sowie hybride Formen. Ausführlich werden Übersetzungen von Umtitelungen abgegrenzt.
Die Auswertung des Korpus ergibt, dass Titelinnovation die am häufigsten angewandte Strategie beim Titeltransfer im gesamten Untersuchungszeitraum darstellt, während Titelidentitäten am seltensten zum Einsatz kommen. Die Betrachtung kürzerer Zeitspannen zeigt gewisse Tendenzen auf, beispielsweise die deutliche Zunahme von Hybridtiteln in jüngster Zeit. Erstmals wird in dieser Arbeit das Phänomen der Mehrfachbetitelungen in verschiedenen deutschsprachigen Ländern aufgegriffen, indem nach Motiven für unterschiedliche Neutitel in Deutschland, der ehemaligen DDR und Österreich gesucht wird.
Den Abschluss bildet eine Betrachtung der Filmtitel aus rechtlicher und ökonomischer Perspektive, denn zusammen mit ihren Filmen stellen Titel von hoher Kommerzialität geprägte Texte dar, und wie jedes Wirtschaftsgut erfahren auch sie eine präzise juristische Regulierung.The empirical study is an analyse of the interlingual transfer of french and german movie titles of the past century. It is based on a corpus of 3,200 french original titles and their new german titles, closing a gap in the research of german and french movie title translation. The theoretical part introduces the basics of the linguistics of texts and translation. Movie titles are a specific kind of text, which is distinguished by the textual criteria of de Beaugrande/Dressler. By using choosen examples of the corpus the mainly functions of movie titles are displayed, as there are promotion, information, identification, contact and interpretation. There are five strategies, basing on the translation typology of Prunč, which are used whenever french movie titles were transferred into german language and culture: identity, analogy, variation, innovation and hybrid forms. The difference between translation and transtiteling is explained in detail. Results of the analytical part are that title innovations are the strategy most often applied when transferring titles, while title identities are used only rarely. The outcome of observing shorter periods is that there are different tendencies, like the significant increase of hybrid titles in the last decades. For the first time this study analyses multiple titles in different german speaking countries, searching for the motivation of alternative new titles in Germany, the former GDR and Austria. The final part is the juristical and economic consideration of movie titles, since motion pictures and their titles are a highly commercialised kind of text and therefore subjects of their corresponding laws.
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Bada, Erdogan. "Phonemic identifications in English : a case of interlingual transfer by adult speakers of Turkish, Japanese, and Arabic." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335363.
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Jonsson, Elina. "Slips or errors? : A study of the grammatical mistakes in Swedish pupils' written production of English." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43855.
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Grammar is an important aspect of language learning and is thus of concern in language teaching as well. This study sets out to investigate the kinds of grammatical mistakes Swedish secondary school pupils make in their written production of English and the possible causes behind these different mistakes. Forty essays from pupils in year nine have been used to study the phenomenon of frequently occurring mistakes and their causes, and the salient mistakes have been quantatively and qualitatively accounted for in the study. Common mistakes found in the material were subject-verb concord mistakes, mistakes involving plural nouns, incorrect article usage as well as problems using prepositions correctly. Interlingual transfer, i.e. negative transfer from the pupils’ L1, proved to be one significant factor causing mistakes in the material. However, other causes could be traced as well, such as intralingual transfer for example. Consequently, the findings of this study point in the direction of areas which need specific attention in English L2 learning in Swedish classrooms. Thus, the study contributes with valuable insights for English teacher and teacher trainees to consider in their future practice.
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Ting, Kuo-Yun, and 丁國雲. "An intralingual and interlingual contrastive analysis of Mandarin near synonyms renshi and zhidao—First language transfer in Thai and Japanese intermediate and advanced learners of Mandarin." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36gzsg.
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碩士國立臺灣師範大學
華語文教學研究所
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This study uses the theory of interlanguage (IL) to examine the effects of first language transfer on the acquisition of the Mandarin near synonyms renshi and zhidao. The results of this study may be applied to teaching Chinese as a second language, reducing the difficulties students encounter when learning and using near synonyms. The methodology comprises questionnaires supplemented by interviews. Contrastive analysis is performed with data gathered from 120 study subjects divided into four groups of foreign students: 30 intermediate-level native Thai speakers, 30 advanced-level Thai native speakers, 30 intermediate-level native Japanese speakers, and 30 advanced-level native Japanese speakers. Results of the study demonstrate that the extent of lexical divergence is different in the first language and the target language. This implies that there are differences in how native speakers of Thai and Japanese acquire and use near synonyms. The Mandarin equivalents of renshi and zhidao in Thai are รู้จัก (roo-jak) and รู้ (roo) respectively. Mandarin and Thai are relatively similar languages, thus native Thai speakers in the study committed fewer errors. Japanese, however, has greater lexical sophistication with respect to renshi and zhidao in Mandarin—the verb知る (shi ru) encompasses the functions of both near synonyms. Native speakers of Japanese therefore had difficulty understanding the rules for using renshi and zhidao when learning Mandarin and committed more errors. This study uses hierarchies of difficulty as proposed by Prator (1967), which states that when the rules or structure of the learner’s first language diverge into two or more rules or structures in the target language, the learner encounters greater difficulty. Advanced-level learners experienced less interference from their first language and demonstrated higher levels of proficiency in the target language. In addition, learners in the advanced groups committed fewer negative transfer errors than the intermediate groups when using renshi and zhidao, confirming the views of scholars such as Taylor (1975) and Brown (1987) who hold that interference from the first language appears primarily in the early stages of second language acquisition. The error rate is higher in the intermediate groups, which supports the U-Shaped Development Theory proposed by Kellerman (1983). The error rate is highest when learners reach the intermediate level. Learners commit fewer errors as they gain greater competence in the target language and show more positive transfer. The textbook Practical Audio-Visual Chinese was used in designing teaching materials for the near synonyms renshi and zhidao. The teaching process is discussed and suggestions are provided. The effectiveness of the lesson is analyzed based on actual class drills.
Books on the topic "Transfert interlingual"
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Jarvis, Scott. Conceptual transfer in the interlingual lexicon. Bloomington, Ind: Indiana University Linguistics Club Publications, 1998.
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Tęcza, Zygmunt. Das Wortspiel in der Übersetzung: Stanisław Lems Spiele mit dem Wort als Gegenstand interlingualen Transfers. Tübingen: Max Niemeyer Verlag, 1997.
Find full textBook chapters on the topic "Transfert interlingual"
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Miftahutdinov, Zulfat, Ilseyar Alimova, and Elena Tutubalina. "On Biomedical Named Entity Recognition: Experiments in Interlingual Transfer for Clinical and Social Media Texts." In Lecture Notes in Computer Science, 281–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45442-5_35.
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Dybiec-Gajer, Joanna. "Lokalizacja a przekład dla dzieci. Jak utwory strasznieją i mądrzeją w tłumaczeniu na przykładzie Stasia Straszydło i Mądrej Myszy." In Beyond Language, 323–45. Æ Academic, 2018. http://dx.doi.org/10.52769/bl1.0014.jdyg.
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In translation studies, the term localization is mostly associated with areas connected to new technologies, such as software, websites or computer games. The origins of localization in the form known currently is dated to the mid-1980s, with the dynamic development of computers available to the masses (Schäler 2010). The main aim of this article is to explore whether the concept of localization can be used in a meaningful way to analyse other types of texts in interlingual and intercultural transfer, including texts written before the modern form of localization appeared. The analysis will be illustrated by two case studies taken from the field of children’s literature. The first concerns the Polish rendition of the 19th century classic Der Struwwelpeter while the second one a Polish translation of a contemporary book from the Lesemaus series. Both texts are examples of multimodal texts, that is, picture books for children.
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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 operations should be performed to ensure the integration of source and target texts and at the same time eliminate their interlinguistic structural differences at the conceptual and stylistic levels. The dominant of any translation is its goal (skopos), because differences in the definition of translation goals cause, in turn, differences in interlingual translation strategies. The translator's understanding of the text presupposes his knowledge of the history of society, institutions, social conditions, religious beliefs, culturally and situationally determined patterns of speech activity and behavior of the "source culture", as well as knowledge of the syntax and semantics of the "source text" and their structures. Each translation creates a dynamic connection and is an intercultural transfer of the text insofar as it takes into account the culturally specific comparison of language, situation and object in question. From the standpoint of hermeneutics and from the point of view of translation, the difference of cultures means the difference between "source culture" and thus – the culture of "source language" and "target culture" and thus - the culture of "target language". The analysis focuses on the translation of the most famous poems of German classics. In J. Goethe, along with the ballad "Erlkönig" ("The Forest King"), it is his popular excerpts from the tragedy "Faust". The translation was made by famous writers B. Hrinchenko and M. Rylsky. F. Schiller's poetry is represented by his ballads "Pirnach" ("DerTaucher") and "Glove" ("DerHandschuh"). The latter was translated by the famous poet and translator M. Orest. Heine's works were translated into Ukrainian by such well-known writers as I. Franko, L. Pervomaisky and others.
Conference papers on the topic "Transfert interlingual"
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Gajarský, Lukáš. "О составлении учебника русско-словацких омонимов." In Пражская Русистика 2020 – Prague Russian Studies 2020. Charles University, Faculty of Education, 2020. http://dx.doi.org/10.14712/9788076032088.3.
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Interlingual homonyms are words that have the same or similar phonetic or graphic form, but have different meanings. In this case, it is Russian and Slovak pairs of words that are formally completely or partially identical, but differ in meaning. These words are often the cause of misinterpretation, and that is why they are called "false friends of the translator." For this reason, interlingual homonyms are a frequent source of interlingual interference. The paper is devoted to compiling a textbook of Russian-Slovak homonyms for Slovak students studying Russian language at universities. The aim of the textbook is not only to master the new vocabulary, but above all to prevent a negative transfer between their mother tongue and Russian.
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"Interlingual Transfer and Intralingual Transfer—Two Most Important Sources of Errors in Interlanguage." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.223.
Full textReports on the topic "Transfert interlingual"
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Levesque, Guy-Luc. Lexico-Semantic Influence in Interlingual Transfer. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6655.
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