is a project in the EU Lifelong Learning Programme which is
preparing word cards for learners of nine languages, whose
mother tongue might be any of those nine languages. It has
used corpora for identifying the words to be included for
each language. Professional translators provided the
translations and the results are in the database,
- The bold item is the word searched for.
- Translations in green are symmetrical: the green word was given as a translation of the bold word, and the bold word was given as a translation of the green word.
- Translations in red are symmetrical, with an additional constraint: each word in the pair has no other translations into the other's language. The two words are in a one-to-one mapping between the two languages.
- Other words are translations in one direction only:
- Words in blue are translations from the blue word to the input word.
- Words in black, grey and purple are translation from the input word, as follows:
- Sometimes the two words can be connected via a common translation in a third language: these cases are black
- Others, with no connection via a third language, are grey , except:
- Words in purple are 'hapaxes': this is their only occurrence in the database. Often an indicator that the input word refers to a culturally specific concept.
- Stockholm University, Sweden (co-ordinator)
- Adam Mickiewicz University, Poland
- Cambridge Lexicography and Language Services, United Kingdom
- Institute for Language and Speech Processing (ILSP), Greece
- Italian National Research Council (CNR), Pisa, Italy
- Keewords AB, Sweden
- Lexical Computing Ltd., United Kingdom
- University of Gothenburg, Sweden
- University of Leeds, United Kingdom
- University of Oslo, Norway
For full documentation of the project, see
Adam Kilgarriff, Frieda Charalabopoulou, Maria Gavrilidou, Janne Bondi
Johannessen, Saussan Khalil, Sofie Johansson Kokkinakis, Robert Lew,
Serge Sharoff, Ravikiran Vadlapudi, Elena Volodina, 2013:
Corpus-Based Vocabulary lists for Language Learners for Nine Languages, Language
Resources and Evaluation Journal, 2014, Volume 48, Issue 1, Pages 121–163