Picture Dictionary Research Articles

Die onderrig van woordeboek- en taalvaardighede aan Grondslagfase-leerders

A new star appeared on the South African lexicography horizon in 2010 with the publication of the Grondslagfasewoordeboek Afrikaans/English . This was the first South African dictionary that was specifically planned, adapted and designed for use of learners in the Foundation Phase. It differs radically from previous dictionaries that were published for the target market. The uniqueness in design resulted in a combined picture dictionary, as well as an alphabetical dictionary. Official languages such as Afrikaans, isiXhosa, isiZulu, Sepedi and Setswana are presented with English as language pairs. Research on the teaching of dictionary as well as language skills of Afrikaans speaking Foundation Phase learners was undertaken. The main purpose of the research was to determine if training in dictionary and language skills would have any influence on the learners’ dictionary and language skills. During the research it is reflected on and determined which dictionary and language skills learners possess and which they should possess to be able to make use of a dictionary successfully, how to determine those skills and also if the Grondslagfasewoordeboek is suitable for usage in school. A dictionary project was undertaken in certain schools in the Boland, with participation of primary schools, the researcher, as well as the publisher of the dictionary. A process of action research, that is research in the classroom, was followed. Dictionary as well as language skills of learners were assessed, an intervention took place during which dictionary skills were taught for six weeks in the schools, where after a second assessment of dictionary and language skills took place. After the intervention the learners showed a considerable increase in dictionary and language skills.

Student response to e-books: study of attitude toward reading among elementary school children in Kuwait

Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.

Education Takes Two: Safety and Health English Learning Curriculum and Bilingual Picture Dictionary for Immigrant Workers in Agriculture

Immigrant Hispanic workers are essential to agricultural production and are increasingly represented in the dairy workforce. These workers tend to be young and male, speak Spanish and little to no ...

O (mogućem) opsegu kategorije house

This paper reports a study whose aim was to determine whether / confirm that the category house also includes those buildings divided into (many) separate dwelling units and consisted of a (very large) number of storeys and whether / that they can also serve as a whole decomposed in the research on the house meronomy. The study was based on general dictionaries of the English language, picture dictionaries, dictionaries of architecture and building construction, as well as various non-dictionary sources dealing with houses, buildings, structures and/or offering examples of use of the lexeme house in its basic sense. The results of the study show that 'house' is indifferent to the observed physical features of the structures made for human habitation.

Eastern and Central Arrernte picture dictionary (review)

Reviewed by: Eastern and Central Arrernte picture dictionary Nick Thieberger Neil Broad, with Eastern and Central Arrernte speakers (compilers). 2008. Eastern and Central Arrernte picture dictionary. Alice Springs: IAD Press. x + 179 pp. ISBN 978-186465-0709. $Aust. 24.95. This latest in a long list of picture dictionaries from the Institute for Aboriginal Development (IAD) Press presents words arranged under fifty topics in Eastern and Central Arrernte (which is the name for a single variety of this Central Australian Pama-Nyungan language), with pictures representing those words, often together with an example sentence. The first 93 pages of the A4 format book display pictures and words with an example sentence (that attempts to "bring into focus some aspect of Arrernte cultural knowledge") entirely in the language, with the next 40 or so pages providing translations of the same terms into English. There are two short texts (60, 68), a kinship diagram (12), and a map of local placenames (20–21). This is all followed by an Eastern and Central Arrernte-to-English wordlist, and then an English finderlist. The final seven pages provide a pronunciation guide. The book is wrapped with an attractive dot painting cover by Amunda Gorey. While the language is identified with a geographic designation ("Eastern and Central"), it is a variety of Arrernte that has its own internal variation, indicated by cardinal directions—(E), (N), (W), (S)—appended to relevant words in the wordlist and finderlist. The idea for a picture dictionary appears to have come out of a meeting of speakers of Anmatyerr (another Arandic Central Australian language) in 2001, which identified the need to create language materials that would be useful for school children. The IAD picture [End Page 316] dictionary (as template) aims to present a set of some 800 words that can be adapted for use with any Australian language (although the focus is on desert flora and fauna), with more than 400 beautiful line drawings depicting local life, both natural (e.g., twelve images of reptiles, fifty of birds, lots of plants, bush foods, medicines, and grubs) and cultural (e.g., cooking and food preparation, what's happening, weapons, and tools). As these headings indicate, the words are from a range of classes, not just nouns, and illustrations depict both objects and actions. The definitions and examples are not intended to be as detailed as in a full dictionary; for example, awelye is a 'healing song', with the rather opaque example sentence Awelye antere alyeke-arle 'The traditional healer sings the fat with a healing song'. The dictionary of Eastern and Central Arrernte (Henderson and Dobson 1994) is one of the most detailed dictionaries of an Australian language, and readers interested in more information can refer to the larger work. In addition to the many language terms provided, there is also a section on "today's things" that includes terms adapted for introduced items, e.g., apwerte 'money' (from 'hill'), pute 'shoe, boot', rapite 'rabbit, nanikute 'goat', and peke-peke 'pig' (but marnte 'bus' is in the "what's happening" section, as are the more transparent loans pathekale 'bicycle' and mwetekaye 'car '). Since about half of the entries in the wordlist begin with a, this section is further divided to include subsections beginning with ah, ak, al, am, an, and so on. This makes sense, in that it breaks up what would otherwise be eight pages of wordlists. Typos are not that easy to spot for a nonspeaker of Arrernte, but the word tyerrtye appears after an example sentence (98) when it does not seem to belong there. IAD Press has established a well-deserved reputation for producing language materials, from introductory story books and learner's guides, through to detailed dictionaries. To date, Australian languages represented using the picture dictionary template include Alyawarr, Central Anmatyerr, Gamilaraay/Yuwaalaraay, Kaytetye, Ngaanyatjarra, Pitjantjatjara/Yankunytjatjara, Warumungu, and Western Arrarnta. Nick Thieberger University of Melbourne and University of Hawai'i at Mānoa Reference Henderson, John, and Veronica Dobson. 1994. Eastern and Central Arrernte to English dictionary. Alice Springs: IAD Press. [End Page 317] Google Scholar Copyright © 2010 University of Hawai'i Press

An online multimedia language assistant for people with aphasia and other language barriers

Individuals with aphasia, a language disorder, are seldom able to utilize the Internet as a source of information, because their disability makes many written words incomprehensible. A similar situation exists for individuals who read and speak a second language but do not possess a vocabulary as extensive as in their native language. Pictures have been demonstrated to help in both cases. However, few existing paper or electronic picture dictionaries provide efficient, scalable, and adaptable support for looking up unknown terms encountered when browsing the web. For my thesis research, I am designing and developing an Online Multimedia Language Assistant, which allows a reader to click on an unknown word and receive interpretations of the word in as many as five different multimedia representations. The system provides a popup dictionary, images, animations and audio, where applicable. It is also adaptable (by user) and adaptive (system).

Merriam-Webster's Advanced Learner's English Dictionary (review)

Reviews1 43 Merriam-Webster'sAdvanced Learner's English Dictionary. 2008. Springfield: Merriam-Webster. Pp. 2016. JL b 1IiC world of dictionaries for advanced learners of English has long been dominated by two British publishers: Oxford University Press, which published the first modern learner's dictionary, die learner's Dictionary of Current F.nglkh (now the Oxford Advanced learner's Dictionary, or OAlJ)), in 1948; and Longman, which entered the market with die Longman Dictionary of Contemporary English (IJ)OCF) in 1 978. Both publishers have followed dieir flagship products with dictionaries for intermediate and basic learners, with picture dictionaries, and with electronic products. In 1981, Longman published an American version of its intermediate-level dictionary as the Ixmgman Dictionary ofAmerican English, and for more than a decade this dictionary was about all diat was available to learners who preferred American English—die huge market of students living and working in die United States, as well as learners outside die US (particularly in Japan and many countries in die Americas). American dictionary publishers did not specialize in dictionaries for learners and were relative latecomers in spotting die market potential in ESL products. When diey did decide to enter die fray in die 1990s, diey badly miscalculated. Some, such as Merriam-Webster and Webster's New World, created "basic" dictionaries by adapting an existing data set; others, such as Heinle, Random House, and NTC, opted for single-audior works. These books showed little or no evidence diat dieir compilers were aware ofwhat by dien was more dian forty years' wordi of research and innovation in die production of learner's dictionaries—of die importance of using a controlled defining vocabulary, of showing pronunciations in the International Phonetic Alphabet, ofshowing grammatical patterns, of examining corpora oflearners' essays to aid in die writing ofusage notes, ofusing corpora to determine die relative frequency ofwords, patterns, and expressions so as to aid in making inclusion decisions. In die meantime, bodi Cambridge University Press and Longman produced new corpus-based editions of intermediate-level American dictionaries, and Longman published the lemgman Advanced American Dictionary, essentially an Americanized version of the Ixmgman Dictionary ofContemporary Englkh. With the exception of die Newbury House dictionaries published by Heinle, which have had some success, the home-grown American products have not presented a real challenge to the dominance of the American English learner's dictionary market by British publishers. A decade ago, die publishers at Merriam-Webster saw, quite righüy, that there was room for a strong American contender, and set out to produce one. The resulting dictionary, Merriam-Webster's Advanced learner's F.nglkh Dictionary (MWAlJJ)), largely avoids the clear weaknesses of its predecessors, and represents a solid, well-edited, and authoritative resource. In reviewing the text, I will make reference to its chiefcompetitors, the Dictionaries: journal ofthe Dictionary Society ofNorth America 30 (2009), 143-150 144Reviews Macmillan F'.nglkh Dictionaryfor Advanced Learners ofAmerican F.nglkh (MFD) and the Longman Advanced American Dictionary (IAAl)) . Headwords and the Organization of Entries The number ofdiscrete lexical items—"100,000 words and phrases"—that are defined in MWAIFJ) is comparable to that of its competitors. Most learner's dictionaries list each part ofspeech as a separate homograph; MWAUDAso gives separate homographs for etymologically distinct words, e.g., calf the baby cow and the calf of your leg. It includes some British English terms and expressions, much as British dictionaries include some American ones. But sometimes the choice of inclusion is odd, and I suspect this may be because while the MerriamWebster citation resources are voluminous, a citation bank does not have the characteristics of a corpus that make it possible for a lexicographer tojudge centrality and frequency when considering whether to include a given term. Thus MWAIFJ) has an entry for cloud-cuckoo-land while the British edition of MFJ) does not include the American equivalent, la-la land; yet MWAIJD fails to provide an entry for earlier, even though this comparative form is frequent and its use should be illustrated for learners. MWIAFJ) gives the pronunciation of headwords in the International Phonetic Alphabet, which is now the undisputed norm for a learner's dictionary. Unfortunately , stress patterns are not shown...

Use of Picture Dictionaries to Promote Functional Communication in Students With Deafness and Intellectual Disabilities

A mismatch of communication modalities can occur between students who communicate using sign language and coworkers at community-based vocational sites who do not use sign language. This study investigated the use of picture dictionaries to facilitate note writing as a form of expressive communication for students who were deaf and had mild to moderate intellectual disabilities. Students were systematically taught to use their picture dictionaries to initiate requests using the system of least prompts and the environmental arrangement strategy. A multiple baseline probe design was used. All students were able to successfully use the picture dictionaries to promote communication initiations. Implications regarding using the picture dictionaries for communication and for improving spelling of target vocabulary are discussed.

영어사전 사용 사례 연구

Many studies on English dictionary use have been conducted with college students. These studies have shown that many students have not been taught how to use-dictionaries, even though they know dictionaries are beneficial to their learning. There are, however, few studies involving young learners' English dictionary use despite the reality that many young Korean learners begin to learn English from as early as five or six years of age. Thus, there is a potential need to teach young learners how to use English dictionaries in language education. The outcome of this case study suggests that it is possible for young learners to learn how to properly use English dictionaries. The researcher conducted six English reading classes with a seven-year-old girl and observed that the learner was able to discover the meaning of unknown words through the aid of an English dictionary and to create a personal picture dictionary for the words. Therefore, it is suggested that English dictionary use training begins at an early age and should be consistently practiced.

A Study of Effectiveness of Explicit Vocabulary Teaching through Picture Dictionary Making Processes

A Study of Effectiveness of Explicit Vocabulary Teaching through Picture Dictionary Making Processes

Uses of web pages for endangered languages

The World Wide Web, and the technology that underlies it, have created new tools for communities whose language is endangered. Websites can raise consciousness of a language and of the institutions that promote it and can generate political and financial support. Presenting analyses and data can interest linguists in working on a language and help to persuade funding agencies of the interest of the work, the productivity of the researchers, and the receptivity of the community to research. It can also help to persuade outsiders of the richness and complexity of the language and culture and dispel damaging myths about the language and culture. Websites may also be useful within the community, to instill pride, dispel negative attitudes, promote use of the language, promote new terminology, and provide information about available resources. Web pages also provide a cheap, easy, and platform-independent means of creating multimedia language materials, either for publication on the web or for local use. Unlike materials prepared by outside companies, they remain under local control and may be changed and added to at will. Materials that may be created in this way include bilingual dictionaries, cultural encyclopaedias, picture dictionaries, annotated texts, and children’s books.

Use of picture dictionaries to promote written communication by students with hearing and cognitive impairments

This study investigated the use of picture dictionaries for expressive communication by students with deafness and limited literary skills at community-based vocational sites. Students were taught to use picture dictionaries—small notebooks consisting of symbols with corresponding words—to write printed messages to their communication partners. The results indicated that the picture dictionaries for note writing facilitated the students' written, expressive communication and that the dictionaries were preferred by the students over symbol-based communication boards.

English Dictionaries for Foreign Learners: A History (review)

Reviews205 English Dictionariesfor Foreign Learners: A History. 1999. A. P. Cowie. Oxford : Clarendon Press. Pp. xiii + 232. $72.00 A;. P. Cowie's overview of the genesis and development of dictioncaries specially written for non-native speakers of English is meticulously researched, his commentary supported with a wealth of detail in the best scholarly tradition — that is, as far as the commentary goes. Mr. Cowie declares in his introduction that his study is limited to a focus on the development of the advanced-level dictionary, and also that he has "deliberately stopped short" of discussing any advanced learner's dictionary published in the 1990s. He offers as a reason his own need to remain detached from the discussion , a decision that I found puzzling and regrettable. That a scholar as respected as Mr. Cowie should choose to gloss over a decade in which the impact of corpus lexicography became fully evident in dictionaries produced with the aid of corpora calls into question the ultimate usefulness of this book as a complete history of the subject. The History, then, is in fact a description of the development of advanced -level learner dictionaries from their inception to 1989. Intermediate, beginner, and picture dictionaries are not covered, nor are the "production" dictionaries of the 1990s, not even in the final section that focuses on the dictionary user, where such a discussion would have been of great interest. Rather than in breadth, then, the strength of the History lies in its detail: in Mr. Cowie's descriptions of the scope of the task facing the earliest pioneers, and in his painstaking comparisons of the ways various early works treat the myriad elements that make up a learner's dictionary. There are six chapters in the History: "The Genesis of the Learner's Dictionary," "Phraseology and the Learner's Dictionary ," "The Second Generation of Learners' Dictionaries," "The Role of the Computer in Learner Lexicography," "The Third Generation of Learners' Dictionaries ," and "Focus on die Dictionary User." The longest chapter is the first, in which the pioneering work of Harold Palmer, Michael West, and A. S. Hornby in the early years of the 20th century is discussed in great detail. Mr. Cowie traces the beginnings of the vocabulary control movement that led to A General Service List ofEnglish Words (1953), a model of a basic vocabulary originally developed by Michael West in the 1930s and based on students ' needs, rather than culled from native-speaker dictionaries. Nearly all of the elements that are now familiar to learner lexicography can be traced to die work of Palmer, West, and Hornby: the listing of homographs separately, the defining of derivative forms, a pedagogical approach to grammar, the attention to issues of collocation and idiomaticity, as well as to characteristics of the spoken language. In illustrating the issues that these men were confronting, Mr. Cowie summarizes a point from West's report, Definition Vocabulary (1935): West put his finger unerringly on the characteristic weaknesses of definitions in the mother-tongue dictionary — the fondness Dictionaries:Journal ofthe Dictionary Society ofNorth America 22 (2001) 206Reviews for defining the known (say, penal) in terms of the unknown ('instrument'? 'tapering'?), and the tendency to fall back on 'scatter-gun' techniques, whereby 'one fires off a number of near or approximate synonyms in the hope that one or other will hit the mark and be understood', as in: 'sinuate = tortuous , wavy, winding'. (24) The second chapter treats die questions of what constitutes a phrase, and how and where phrases should be shown in a dictionary. Here again we find the origin of a now-common convention, that of using bold type to indicate relative fixity of a phrase (Palmer's innovation) . Various categories of phrases are discussed; Mr. Cowie provides a table showing a scale of idiomaticity: Free combinationopen a window; a green wall Restricted collocationmeet the demand; easy money Figurative idiomcall the shots; a sacred cow Pure idiomspill the beans; a dead duck He then asserts that "the precision with which these various distinctions were captured in dictionaries of idioms and collocations compiled in the 1970s and 1980s would be an important measure of their quality" (71) . This assertion in fact points to...

Reaching Library Patrons with Special Services and Materials

SUMMARY This article covers the services, reading materials, and delivery formats offered by the Lee County (FL) Library System to assist children and adults using its Special Services programs. Bookmobile, Books-by-Mail, Family Literacy, and Talking Books programs reach patrons who have difficulty using a library, yet still want something good to read or view. Staff are attuned to the needs of their patrons for reader's advisory assistance and materials in special formats. Whether it's a descriptive video for a woman with low vision, graphic novels for a reluctant teen reader, or a bilingual picture dictionary for someone learning English, they are all routine requests for Special Services staff.

Profiles of Adult Learners: Revealing the Multiple Faces of Literacy

So then I left the factories. I didn't want to work in the factories any more because I was sick and tired to talk to myself and feel that the machine was so cold. … So, I said, “I'm gonna get the children [and open a day care center], and I'm gonna pretend I'm teaching them but I'm gonna teach myself.” And I started with a picture dictionary and I'd say, “This is the word that goes with A.” It became like a game. The more I did it, the more it became alive in my mind.

Classroom books and materials

Support for LearningVolume 7, Issue 1 p. 46-47 Classroom books and materials First published: February 1992 https://doi.org/10.1111/j.1467-9604.1992.tb00455.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract Core Skills: An integrated pack for students with learning difficulties, Tom Ralph and Monica Ralph. A Collection of Maths Lessons for the Primary Classroom, Marilyn Burns. Bridges, Set A Wes Magee, Sheila Gay, Katey Farrell and Malcolm Yorke Set B Noreen Rees, Noira Andrews, Richard Worsnop and Malcolm Yorke. The Word Bank: A picture dictionary for young readers, Tony D. Triggs. Volume7, Issue1February 1992Pages 46-47 RelatedInformation

Wilkes, Angela. French Picture Dictionary. Illustrated by Colin King and translated by Katherine Folliot. Lincolnwood, Illinois: National Textbook Company, 1986

Wilkes, Angela. <i>French Picture Dictionary</i>. Illustrated by Colin King and translated by Katherine Folliot. Lincolnwood, Illinois: National Textbook Company, 1986

What? Not Another Picture Bingo Game!

Yes, it's another picture bingo game! However, in this version of picture bingo, an attempt has been made to simplify the preparation and duplication 'of the game. In addition, there is an increase in the complexity of linguistic items practised throughout the game as compared to other types of bingo games. The picture bingo described here is suitable for beginner level ESL learners of any age. Children, adolescents and adults generally enjoy participating in this type of activity. First, the preparation of the master bingo card will be described and then the game rules will be explained. The first step is to prepare the master bingo card. Ifyou are not afraid of doing a bit of drawing, just put your fingers to work and draw your own master bingo card. Remember that it is not necessary to produce a masterpiece. On the other hand, if you are as insecure about your drawing talents as I am, at this point you will need a sheet of paper, a pencil, an adhesive and a series of thematically organized pictures. Only small pictures are suitable for the preparation of the master bingo card. Two good sources for such pictures are The Basic Vocabulary Builder and The Practical Vocabulary Builder, both published by The National Textbook Company in the form of reproducible stencil books. Ifthese books are not available, small yet clear illustrations can be found in catalogues, flyers, the yellow pages of the telephone directory and in inexpensive picture dictionaries produced for children. Using whatever is available, assemble as many thematically related pictures as will fit on an average sized sheet of paper. Then, distribute them evenly, paste them down and number each illustration clearly (see the sample master bingo cards in the appendix). The next step involves drawing a series of game grids below your randomly sequenced illustrations. Game grids can take a variety offorms as long as sufficient space for writing a series of numbers is provided (see the sample game grids in the appendix). The next task is to prepare 3 lists of statements of increasing difficulty for use during the game. The following lists accompany the "Leisure Time Activities" master bingo card:

Book Reviews

Book reviewed in this article:Computer Connections for Gifted Children and Youth: by Jean N. NazzaroComputers and Man (3rd Ed.): by Richard C. DorfMy Computer Picture Dictionary: by Jean Rice and Marien Haley

State of the Art Survey of Reference Sources for Children and Young Adults

In surveying the state of the art of reference materials for children and young adults in both school and public libraries, it is necessary to reaffirm certain “givens” about such a broad field. As in any other library, selection depends so much upon the clientele. A K — 3 grade school would have simple encyclopedias (of which there are few), e.g. Childcraft (Field), the Golden Encyclopedias, picture dictionaries and similar materials. The K — 6 or the K — 8 would include these and increasingly sophisticated types of reference, depending upon budget and the reading or research interests of the children. For example, some elementary school age children seriously want to know “all there is” about solar energy, computers, transistors, comic books and beasts of the tar pits. Others want only “facts” about sports heroes, stamps, or other collectibles. High school students are interested in the same pursuits, many of them at a highly sophisticated level. Young patrons of public libraries, quite often, are either the most proficient in reading and research skills, or the most lacking in any kind of conceptual application. Therefore, reference collections for this widely spaced age group are diverse in definition, scope, and numbers of volumes. Indeed, some books at an elementary age level are designated reference for three major reasons: 1) to direct children to a book which they might want but cannot find unless it is limited in the place or time allowed for use (e.g. some books on codes); 2) books that are comprehensive and include a quick fact presentation (these are often found in the 500's, 600's, etc., as a general categorical statement, but such a location is not always understood by the very small child who wants information; or 3) the dictionaries, encyclopedias and other books of encyclopedia information as understood by adults but written on a very beginning level. Too often, a college or general public librarian does not understand the microscopic pieces of information that are reference in nature to the growing child. Ideally, this type of reference should be available in kindergarten or even in pre‐school with instruction in its use (which is “fun” oriented, for learning is fun to the small child) at the same school or pre‐school levels.