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In the last years a rapid emergence of lexical resources has evolved in the Semantic Web. Whereas most of the linguistic information is already machine-readable, we found that morphological information is mostly absent or only contained in semi-structured strings. An integration of morphemic data has not yet been undertaken due to the lack of existing domain-specific ontologies and explicit morphemic data. In this paper, we present the Multilingual Morpheme Ontology called MMoOn Core which can be regarded as the first comprehensive ontology for the linguistic domain of morphological language data. It will be described how crucial concepts like morphs, morphemes, word forms and meanings are represented and interrelated and how language-specific morpheme inventories can be created as a new possibility of morphological datasets. The aim of the MMoOn Core ontology is to serve as a shared semantic model for linguists and NLP researchers alike to enable the creation, conversion, exchange, reuse and enrichment of morphological language data across different data-dependent language sciences. Therefore, various use cases are illustrated to draw attention to the cross-disciplinary potential which can be realized with the MMoOn Core ontology in the context of the existing Linguistic Linked Data research landscape.

Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.