The bilingual lexicon is an expensive but critical resource for multilingual applications in natural language processing. This article proposes an integrated framework for building a bilingual lexicon between the Chinese and Japanese languages. Since the language pair Chinese-Japanese does not include English, which is a central language of the world, few large-scale bilingual resources between Chinese and Japanese have been constructed. One solution to alleviate this problem is to build a Chinese-Japanese bilingual lexicon through English as the pivot language. In addition to the pivotal approach, we can make use of the characteristics of Chinese and Japanese languages that use Han characters. We incorporate a translation model obtained from a small ChineseJapanese lexicon and use the similarity of the hanzi and kanji characters by using the log-linear model. Our experimental results show that the use of the pivotal approach can improve the translation performance over the translation model built from a small Chinese-Japanese lexicon. The results also demonstrate that the similarity between the hanzi and kanji characters provides a positive effect for translating technical terms.

Idea emergence is critical in learning as knowledge creation. Although recent advancements make it possible to detect emergent ideas and evaluate how students engage in knowledge creation in collaborative learning contexts, the relationship between the learning processes and final conceptual understanding has not been well-studied. One confounding factor is how much students engage in their study topic during collaboration. In this study, therefore, we propose a new procedure for evaluating idea emergence in the context of jigsaw instruction by combining a socio-semantic network analysis of discourse and a text-mining algorithm, "the term-frequency." This procedure was used to evaluate how high-school learners engaged in their social process of knowledge creation as well as how much they discuss their study topics, the human immune system. Results showed that the weight of priority on a study topic did not significantly differ in both high and low conceptual understanding groups, but high conceptual understanding groups were more engaged in sharing and discussing ideas in the early stage of their collaboration. It is suggested that students' recognition of the study topic was not different depending on the levels of their conceptual understanding in a well-structured collaborative learning context such as jigsaw instruction. However, what matters is how students discuss their ideas through collaborative discourse.

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