Oxford Advanced Learner's Dictionary Research Articles

On the Inclusion of Neologisms in Oxford Advanced Learner's Dictionary (10th edition)

Adding neologisms to a dictionary in its revision helps keep it abreast of time, which applies to a learner's one like Oxford Advanced Learner's Dictionary (10th edition) (henceforth OALD 10), its latest edition. English Learner's dictionaries like OALD 10 get revised regularly. In this arti­cle, the neologisms included in OALD 10 have been approached from different perspectives. In terms of the part of speech, 71.1% of the neologisms are nouns, which could speak for the nouny nature of English. Content words like nouns, adjectives, adverbs and verbs make up almost 96% of the neolo­gisms. Judging by the word-formation, the top three ways to form the neologisms are compound­ing, derivation and blending in decreasing order. According to the form the com­pounds take, which are mostly nouns, the open, hyphenated and tight ones come in decreasing order. 623 com­pounds make up more than half of the neologisms, which provides strong evidence for com­pounding to be the most frequently used way of creating neologisms. For neologisms formed by derivation, most of them are also nouns. However, 170 out of 300 neologisms formed by derivation have already appeared as derivatives of headwords in OALD 9. For 34 blends, 75% of them are partial in nature, which means at least one word in making a blend is in its full form. When it comes to the new words with regional labels, nearly 80% are labeled as belonging to British and North American usages, a sign of the hidden Anglo-centrism. The status of some words counted as neologisms is questionable, as they have been in use for a very long time. The impact of science and technology on the inclusion of neologisms in OALD 10 is quite visible. There are still many opportunities for further exploration concerning OALD 10. Keywords: neologism, OALD 10, part-of-speech, word-formation, regional label, Anglo-centrism, dictionary revision, sci-tech influence

Semantic Features and Verb-complements of Directive verbs: “Ask” and “Request”

This study investigates semantic and syntactic features of two directive speech act verbs: “ask” and “request”. The research questions guiding the study were: (1) What are the similar and different semantic features of two speech act verbs ask and request? (2) What are the similar and different syntactic features of two speech act verbs ask and request? In order to examine these two speech act verbs, both quantitative and qualitative methods were implemented. Data were derived from two main sources: dictionaries and corpus. These were three traditional dictionaries Oxford Advanced Learner’s Dictionary (OALD), Longman Dictionary of Contemporary English (LDCE) and The American Heritage Dictionary of English (AHDE) and Corpus of Contemporary American English (COCA). For data analysis, these two directive verbs were confined to declaratives where they were used in the form of explicit performatives (e.g. I ask that). All the sentences patterns that implement explicit performatives were included in the analysis. The attempt was made to find out whether different semantic and syntactic feature can be realized in the use of “ask” and “request”. By focusing its attention on the similarities and differences between the verbs, the study showed the shared meaning and grammatical patterns and the different meaning and patterns that while one fits, the other does not. The findings demonstrated that while both verbs are classified under the same group of categorization as directives, they both exhibit different semantic features and grammatical patterns.

Introducing Culture through English Loanwords from Bahasa Indonesia

Contact among languages enables speakers to borrow particular words from one language to another language. This kind of loanword occasionally brings the cultural values of the borrowed language. Related to this phenomenon, this research aims (1) to describe the phonological change of English loanwords from Bahasa Indonesia, and (2) to describe the cultural values brought by English loanwords from Bahasa Indonesia. By using a qualitative approach, this research is focused on the English loanwords from Bahasa Indonesia. The data for this research were obtained from a book entitled Indonesian Phrasebook, written by Wagner (2006). The Oxford Advanced Learners’ Dictionary (OALD) was used to examine the accuracy of the data. The results show that phonological change occurred in some lexical units as an effect of phonological adaptation of the language. Furthermore, some loanwords from Bahasa Indonesia are borrowed to fulfill particular words which have no similar term in English, especially some words which reflect Indonesian culture.

English Dipthong Found in Song Titled Blue Jeans by Gangga Kusuma

Diphthongs study the sound of language from process to change. This research covers "Blue Jeans" by famous singer-songwriter Gangga Kusuma, who started her career in 2018 with an emphasis on diphthong formation. Researchers choose English diphthongs for this research because it is important to listen to find the correct pronunciation in the learning process. Researchers use Roach's theory to divide diphthongs into two types. First, replace middle diphthongs such as /eɪ/, /aɪ/, /ɔɪ/, /әʊ/, /aʊ/ and second, /ɪə/, /eә/, /ʊә/. This study used a qualitative method and data were collected through a literature search. Analysis of the data revealed that Gangga Kusuma generated 26 examples of English diphthongs divided into 8 types. The diphthong /eɪ/ is used 9 times, the diphthong /aɪ/ is 8 times, the diphthong /ɔɪ/ is used only once, the diphthong /aʊ/ is used 2 times, and the diphthong /әʊ/ is used 5 times, diphthong ɪә/ is used only once, and some data samples are missing the diphthong /eә/ and /ʊә/. In other words, this study shows that Gangga Kusuma can make diphthong sounds that are consistent with those produced in normal diphthong production and the Oxford Advanced Learner's Dictionary. Furthurmore, it excels at producing a variety of diphthong sounds.

“A Whole New World… Wait, Is It a Whole, Entire, or Total World?”: The Extraction of Collocations for the Three English Synonym Discrimination

This study investigated three synonymous adjectives, ‘whole’, ‘entire’, and ‘total’, in terms of their collocations and strict sense of meaning. Data were drawn from three English dictionaries: 1) Oxford Advanced Learner's Dictionary (online version), 2) Merriam-Webster's Learner's Dictionary (online version), and 3) Longman Dictionary of Contemporary English (2014), and from the Corpus of Contemporary American English (COCA). The findings from this investigation revealed that the three adjectives share some common meanings, and they can thus be considered near synonyms. They may also be somehow interchangeable with each other in certain contexts, however, in terms of formality, the word ‘total’ is likely to be used the most in formal contexts. Concerning their common collocations, ‘whole’ and ‘entire’ share some noun collocates, some of which are associated with geographic vocabulary; namely America, Europe, and California. However, ‘entire’ and ‘total’ share only one strong noun collocate, which is population, while ‘whole’ and ‘total’ do not share any typical noun collocates. Significantly, corpus data can provide additional data which does not exist in dictionaries. The findings of this study may serve as supplementary materials for English language teachers to enhance students’ English vocabulary learning, especially when it comes to academic writing. Keywords: synonym; corpus-based study; COCA; collocation; noun collocates

Engleski onlajn rečnici - pregled karakteristika tri rečnika i ispitivanje njihove podesnosti za učenike

In this paper we have scrutinized three popular monolingual English dictionaries: Longman Dictionary of Contemporary English Online, Oxford Learner's Dictionaries, and Merriam-Webster Dictionary, the online versions of the printed Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary and Merriam-Webster's Collegiate Dictionary. After the introductory part, consisting of a short overview of the general nature and importance of (online) dictionaries in the classroom, we have presented general characteristics that all observed dictionaries have in common. Following this, a more in-depth analysis of the intricacies of the three dictionaries has been given. We have studied the additional functions that each of the dictionaries has (the thesaurus, synonymous expressions, fun facts, quizzes, grammar exercises, etc.). Finally, we have established a connection between this technological innovation and the classroom itself. We have used three factors to determine the suitability and influence of each dictionary: (a) economy; (b) interactivity; (c) simplicity. Our aim was to determine the importance and effectiveness of modern technologies, so that their potential can be implemented in education. Based on the observed data, we can conclude that LDCEO and OLD (given their pedagogical purposes) are more suitable dictionaries for students of English as a foreign language on the primary and high school levels, while MWD, due to its purpose, complexity of language and other advanced features is more suitable for students on higher levels of education.

Performing Non-sexism via Degendering Phoric Forms in English: The Gap between Rules and Practice as Observed in the 9th Edition of Oxford Advanced Learner's Dictionary of Current English

Non-sexism is one of the outstanding and obvious proofs of how social and cultural changes are taken into account in the English language. However, it is still a usage problem for natives and learners alike. This paper uses the degendering of phoric elements as an illustration of efforts in the 9th edition of Oxford Advanced Learner's Dictionary of Current English (OALD9) to capture and express social and cultural changes in the English language. It also attempts to point out some mismatches between rules and actual practice in this enterprise. Finally, it intends to show how the dictionary may act as an ideological tool, imposing, sustaining, highlighting, and perpetuating some points of view to the detriment of others. In practice, the use of more than one structure to achieve non-sexism makes fluency difficult and writing cumbersome.

СОВРЕМЕННЫЕ ТЕНДЕНЦИИ В КОНЦЕПТУАЛИЗАЦИИ ГЕНДЕРА И ИХ ОТРАЖЕНИЕ В БРИТАНСКОЙ ТОЛКОВОЙ ЛЕКСИКОГРАФИИ

The aim of this article is to identify how modern English-language dictionaries reflect the recent shift in the conceptualization and categorization of gender caused by the changes in gender theory, gender ideology and social transformations. The need to address this topic is driven by the fact that, in the Anglophone academic discourse and everyday life, the binary structure of the gender is no longer considered the norm and gender-neutral communication practices are gaining in scale. The study focuses on various structural components of entries from the latest editions of five major British dictionaries for EFL students (‘the Big Five’): Oxford Advanced Learner’s Dictionary (OALD), Cambridge Learner’s Dictionary (CLD), Longman Dictionary of Contemporary English (LDOCE), Macmillan English Dictionary for Advanced Learners (MEDAL), and Collins English Dictionary (CED). To identify the shifts in the recording of gender relevant information, the authors analyzed the headwords of dictionary entries, definitions, illustrative examples, gender relevant usage notes, and non-sexist language guidelines. Illustrative examples were also selected from dictionary entries thematically related to issues of family, marriage and sexual relations, as well as to the topics of discrimination, debate, (in)tolerance, and prejudice. The authors used definitional analysis and semantic interpretation to achieve the aim. The findings were then compared with the results of an earlier study on the construction of gender in the first (1948) and fifth (2005) editions of OALD. The study demonstrates that in modern lexicography deconstruction of gender stereotypes has become even more pronounced than in the dictionaries published at the beginning of the century. Different elements of dictionary entries emphasize such issues as women’s rights campaigning and elimination of gender discrimination in all its forms. New types of masculinity are represented in various entry components. The ideas of gender fluidity and same-sex relations have become much more prominent than in the 2000s. Along with recording traditional gender representations, modern dictionaries tend to consistently avoid the implications of heteronormativity and heterosexuality by recognizing multiple gender identities. This tendency is registered in all structural components of the analyzed dictionaries. New types of communicative practices that stem from the changes in gender conceptualization, such as ‘preferred pronouns’ and others, are reflected in illustrative examples and by the new coinages used as headwords. The major trends affecting the way gender ideology is reflected in modern dictionaries include digitalization of lexicographic practices, increased role of corpora as a source of illustrative examples, and democratization of dictionary making process by registering new coinages, particularly gender relevant ones, submitted by the users.

PERUBAHAN BUNYI VOKAL PADA KATA SERAPAN BAHASA ARAB DALAM BAHASA INGGRIS

This research aims to analyze and formulate rules of change that occur in Arabic borrowings in English phonologically. Thus research can describes vocal sound changes in Arabic borrowings in English. This research is to answer the question such as how are the process of monophthong and diphthong vowel changes in Arabic borrowings in English. This research is a qualitative type which is analyzed and written descriptively to answer how the process of changing phonologically with a method consisting of three stages, namely: (1) data codification method, (2) data analysis method, and (3) method of presenting the results of data analysis and the data source used by researcher froms Oxford Advanced Learners Dictionary and Al-Maurid: A Modern Arabic-English Dictionary, and also from magazines such as Time, Bloomberg Business Week, and News Scientist. The result findings are 103 words in Arabic borrowings in English that were analyzed, it was found phonological changes on monophthong and diphthong vowel sounds caused by the unavailability of the type of Arabic sound in English and the influence of sound falling before and after it.

Recent Bilingual English-Italian Lexicography: Insights into Usage

The presentation of usage in bilingual lexicography may be conditioned—to some extent, at least—by the fairly strong pedagogical aim of bilingual dictionaries, often targeted at students of a foreign language. In recent decades this approach has been further strengthened by the methodology and contents of learner's dictionaries. Given this context, this paper surveys the recent history (1970s–2010s) of English-Italian dictionaries and their treatment of usage. The paratextual material and selected entries of four representative works are described and evaluated: Skey's 1997 dictionary, directly inspired by the Oxford Advanced Learner's Dictionary of Current English; Picchi's and DII dictionaries, the latter basing its English-Italian section on The Oxford-Hachette English-French Dictionary; and Ragazzini's compilation, the longest- and bestseller among bilingual English-Italian dictionaries. As a result of the assessment, the description of current usage can be said to be largely implemented in present-day English-Italian dictionaries, each dictionary trying to make use of different strategies for both lexicographical and marketing reasons.

Erroneous Production of Apico-Dental Fricative Consonant Sounds by Javenese School Students

This research paper aims to investigate the errors in the production of apico-dental fricative consonant sounds by Javanese high school students. Particularly, it attempts to investigate deviation and the different intensity level in producing apico-dental fricative sounds such as [θ] and [ð]. The data used in this research were 30 words containing apico-dental fricatives in initial, medial, and final positions. The results of the research show that the range intensity level between Oxford Advanced Learner’s Dictionary (OALD) and English learners is different. In initial position, the production of [θ] sound has range 52.92 dB – 59.60 dB while the deviations are at 65.83 dB – 70.98 dB; in the middle is 78.94 dB – 79.87 dB while the deviations are at 74.74 dB – 76.03 dB; in final position the range is at 85.73 dB – 88.52 dB while the deviations are at 72.81 dB – 77.35 dB. In the production of [ð] sound, the range in initial position is 61.6 dB- 62.33 dB while the deviations are at 76.47 dB – 82.08 dB; in medial position the range is 81.64 dB – 84.23 dB while the deviations occurred at 70.81 dB – 75.97 dB; in final position the range is 81.95 dB – 83.21 dB while the deviations occurred at 74.27 dB -79.98 dB. In the pronunciation process, there are seven possible errors, namely [t], [tʰ], [tʃ], [s], the deletion of [θ], [d], and [nd].

Semantic Features of ‘Noodle’ and its Related Words

The word „noodle‟ has different definitions in English dictionaries. The variety of definitions influences the variety of meaning, thus the variety of semantic features of the word. Furthermore, it influences whether a related word could be considered as „noodle‟. To identify the common semantic features of the word „noodle‟, the data are the word „noodle‟ and its definitions in The American Heritage Dictionary of the English Language (AHDEL), Cambridge Academic Content Dictionary (CACD), Funk & Wagnalls Standard Dictionary of English Language (FWSDEL), Merriam-Webster Dictionary (MWD), and Oxford Advanced Learner‟s Dictionary (OALD). To identify if the common semantic features of „noodle‟ are present in noodle-related words, 39 words having the sense “noodle” were collected from Dictionary of Food. The data were analyzed using componential analysis based on theLyons' statement that words and phrases are built upon sense-components. Therefore, the data are broken down into blocks of semantic features, and then marked + if the semantic feature is present, marked +/- if the semantic feature is unlikely present, and marked – if the semantic feature is not present. The result is that the word „noodle‟ in the dictionaries has the ᴍ.ғ. ғʟᴏᴜʀ, ᴍ.ᴡ. ᴇɢɢ, and ʀɪʙʙᴏɴ features in common, with the ʀɪʙʙᴏɴ feature present in all dictionaries, thus the most important semantic feature of „noodle‟. Regarding the 39 noodle-related words, 13 words meet the most important semantic feature of „noodle‟, but only 4 words meet all the common semantic features of „noodle‟, yet 11 words do not meet the common semantic features at all. In brief, the common semantic features of „noodle‟ are not the prerequisite for any word to mean “noodle”.

SHAPING OF ORGANIZATIONAL RESILIENCE IN AN UNSTABLE WORLD: POSSIBILITY OR NECESSITY?

Increased complexity of economic, social and technological systems cause that crises, uncertainty and risk have become an integral part of modern world. Undoubtedly, today’s organizations face the necessity of dealing with a growing number of various risk factors-generators: disasters, sudden bankruptcies of key participants of supply chain, loss of reputation, highly innovative products/technologies entering the market or risk resulting from introducing new legal regulations (Gorzeń-Mitka, 2015). Thus, U.Beck’s statement that the 21st century can be described as the century of risk seems right (Beck, 2009).Operation of companies in the current environment requires effective trade-offs among economic, environmental and social outcomes while maintaining the longevity of organizational efficiency (Eltantawy, 2016). For example, Maslaric et al. (2013) indicate that, modern trends in new business models, which assume a strive for continuous improvement in efficiency by cutting costs and reducing waste in every supply chain processes, create a new risk perspective. In this situation, striving to achieve balance between organizational efficiency and organizational resilience is more than a necessity. This has caused seeking for new approaches to protect value and results of our activities. One of them is creation of resilience. According Oxford Advanced Learner's Dictionary word "resilience" has two meanings: the ability of people or things to feel better quickly after something unpleasant and the ability of a substance to return to its original shape after it has been bent, stretched or (Oxford Advanced Learner's Dictionary, 2016).

An Exploration of the Effects of Electronic Dictionaries on Iranian Intermediate EFL Learners’ Reading Comprehension

This research examined the L2 learners’ use of electronic dictionaries compared to printed dictionaries. Nowadays, with the advancement and growth of technology, there has been a shift of trend from traditional paper dictionaries to online and electronic dictionaries. In this study the learners’ questionnaire, a reading textbook, a paper dictionary, an electronic dictionary, a reading comprehension test, and the semi-structured interviews were employed as instruments. At first, two questionnaires and the semi-structured interviews were conducted to identify the attitudes and beliefs of EFL learners in relation to the effectiveness of paper and electronic dictionaries on Iranian intermediate EFL learners’ reading comprehension. TOEFL Reading Flash: The Quick Way to Build Reading Power by Milada Broukal (1997) was used as the reading textbook. The Seventh edition of the Oxford Advanced Learner’s Dictionary authored by Hornby (2005) was chosen as the paper dictionary. The other dictionary used in this study was an equivalent electronic version of Oxford Advanced Learner's Dictionary on a CD-ROM as the electronic dictionary. The Statistical Package for Social Sciences (SPSS, 20) was used in order to analyze required statistics. A series of paired-sample t tests were run to examine the learners' reading comprehension scores. In addition, a series of chi-square tests were run to analyze the questionnaires. As results showed, electronic dictionary use has positive effect on learners’ reading comprehension skills and also electronic dictionaries help learners’ vocabulary learning. The implications of the findings are discussed and suggestions are made for future research.

Africa Versus the West on Reparation

Economic hardship in Africa necessitates anew, an agitation and a reconsideration of the issue of reparation. Reparation has some shades of meaning. The Oxford Advanced Learner's Dictionary defines...

Differences in the Inclusion and Treatment of Terminology in OALD3, OALD4 and OALD8

This article deals with the inclusion and treatment of scientific and technical vocabu­lary in the third, fourth and eighth editions of Oxford Advanced Learner's Dictionary . The comparison of these editions is based on a random sample of 50 pages from OALD8 from the lemma foot to gimmick . The same lemma range was also studied in OALD3 and OALD4. First, dif­ferent ways of indicating terminology were identified: i.e., subject-field labels, definitions and short cuts. Then all the lemmata or their senses marked with a subject-field label were found and a list of all subject-field labels used in this lemma range was compiled to see similarities and differences between individual editions. The comparison showed that the number of subject-field labels in all three editions is almost identical, but the subject-field labels differ from edition to edition. The issue of overly specific labels (e.g., 'anatomy', 'phonetics') and labels that are too broad (e.g., 'science', 'tech­nical') is addressed. The next part of the article is devoted to the changes in the treat­ment of LSP lexical items in these three editions of OALD, from missing labels to changes in labels and ways of indicating terminology by means of definitions and/or short cuts. The conclusion suggests improvements in the subject-field labels themselves, a more consistent way of including subject-field labels even when the definitions indicate the subject field and an improved use of short cuts when the reference is to a certain subject field.

Dictionary use by English language learners

Research into dictionary use does not have a long history. Although publishers recognised in the 1960s that ‘dictionaries should be designed with a special set of users in mind’ (Householder 1967: 279) there were extremely few empirical user studies before the 1980s – Welker's most recent survey (2010) lists only six. The subsequent surge of interest in this field was fuelled by big changes to dictionary content and design in the 1980s and 1990s, changes that were particularly evident in dictionaries for learners of English as a foreign language, conventionally known as ‘learners’ dictionaries’. In the space of a few years the Oxford advanced learner's dictionary, generally considered to be the earliest advanced learners’ dictionary (first published under a different title in 1942, with subsequent editions in 1948, 1963, 1974 and 1989) was joined by two new competitors: the Longman dictionary of contemporary English (first edition 1978, second edition 1987) and the COBUILD English dictionary (1987). In 1995 all three of these advanced learners’ dictionaries brought out new editions, and a fourth, the Cambridge international dictionary of English, was launched. These dictionaries, sometimes referred to as ‘the big four’ (Bogaards 1996, De Schryver 2012 and others), drew on Eastern European traditions of lexical description, the illustrative practices of American children's dictionaries, and insights from English language teaching pedagogies. Each had its own distinctive layout and defining style, prompting a spate of comparative studies intended to help users make appropriate purchasing choices, and to help publishers improve their design still further, for example by changes to the entry microstructure. A fifth such dictionary, the Macmillan English dictionary for advanced learners, appeared in 2002.

<b>Dicionários monolíngues para aprendizes avançados de inglês: uma análise das definições do adjetivo <i>surprising</i> e seus sinônimos</b> - doi: 10.4025/actascilangcult.v35i4.17857

Monolingual dictionaries are lexicographic references greatly used by students of English. New updated editions frequently appear on the market. One of the main reasons for the dictionary's use is the search for word meanings during decoding and encoding activities. Employing the criteria of comprehensibility devised by Bogaards (1996), which involves the defining vocabulary, the type and the precision of definitions, current research compares the definitions of the adjective 'surprising' and its synonyms among three monolingual English dictionaries for advanced learners of English: Collins COBUILD Advanced Dictionary of American English, Longman Dictionary of Contemporary English, and Oxford Advanced Learner's Dictionary. The above lexical item was selected for comparison because it appeared in a dictionary usage activity within the classroom. In such activity, the prospective teachers were invited to approach the use of the adjective and its synonyms, in specific contexts of use. Results show that, due to the particular style of each dictionary concerning the presentation of information in the microstructure, more studies on other aspects of these books might be undertaken to obtain a clearer understanding of how they deal with definitions in their microstructure.

Linguistic Features of English and Russian Dictionaries (A Comparative Study)

The purpose of this study is to establish differences and similarities between linguistic characteristics of English and Russian dictionaries. Two dictionaries were selected for the study – electronic version of the 8th edition of Oxford Advanced Learner’s Dictionary (OALD) and the online version of Ozhegov’s explanatory dictionary. The methods chosen for the study were descriptive, comparative and contrastive analysis. Linguistic characteristics of the dictionaries were analysed and compared. The research showed that both reference books provided different linguistic information on the headwords. OALD provided exhaustive phonetic information, which Ozhegov’s dictionary lacked. The two dictionaries provided different orthographic information. OALD disclosed semantic information via various tools available in the electronic version; these were unavailable in Ozhegov’s dictionary. Both dictionaries used similar stylistic labels.

Jonathan Crowther (Editor), Kathryn Kavanagh (Assistant Editor) and Michael Ashby (Phonetics Editor). <i>Oxford Advanced Learner's Dictionary of Current English.</i>

Review of Jonathan Crowther (Editor), Kathryn Kavanagh (Assistant Editor) and Michael Ashby (Phonetics Editor). Oxford Advanced Learner's Dictionary of Current English.