School Dictionaries Research Articles

Вопросы развития национального литературоведения и его понятийно-терминологического аппарата

The purpose of the research is to actualize the problem of formation of the conceptual and terminological apparatus of the Chuvash literary criticism in the national language. Since its inception (the late 1920s) Chuvash literary criticism has relied on advanced ideas, discoveries and concepts of Russian literary criticism. Chuvash researchers (except for P. N. Metin, A. I. Mefodiev - the authors of the "School Dictionary of Terms of Literary Criticism and Folkloristics") were not concerned with the systematization of their own concepts, which reflect the national characteristics of Chuvash literature. Today, the practice of using Russian-language terms in Chuvash literary criticism has been fixed even in cases when there are synonyms for them in the Chuvash language. The scientific novelty of the research is that it analyzes for the first time the basic methods of term formation in Chuvash literary criticism. Actualization of this issue in the Chuvash scientific community should contribute to the development of Chuvash literary criticism (more broadly - the entire philological science) in the field of national aesthetics. The results obtained showed that in Chuvash literary criticism the conceptual and terminological apparatus in the Chuvash language has not been fully formed, it is dominated by Russian-language terms that do not obey either phonetic or orthographic laws of the Chuvash language.

Problems and prospects of educational lexicography: a new school dictionary of Russian pronunciation

The article critically examines various educational pronouncing (orthoepic) dictionaries and states the main objections to the quality of such resources. Criticism centres on the irregularities in the transcription rules adopted in school textbooks; phonetic and orthoepic errors; mixing orthoepic information with other linguistic phenomena; the issue of age-related adaptation of school dictionaries; insufficient relevance of pronunciation instructions; criteria for glossary compilation. The analysis demonstrated the need for creating a new educational dictionary, a Dictionary of Russian Pronunciation Difficulties, for years 5 to 11. It was compiled at the V. V. Vinogradov Russian Language Institute of the Russian Academy of Sciences under the editorship of M. L. Kalenchuk and D. M. Savinov. The cornerstone of this lexicographic source is the idea that normative recommendations in dictionaries should be based on the actual speech practices of educated people. The article justifies the choice of the pronouncing dictionary type and argues for a dictionary of difficulties rather than an orthoepic dictionary proper. We provide comprehensive criteria for compiling a dictionary glossary and structuring a dictionary entry. The paper also formulates the principles of normative evaluation of stress and pronunciation of sounds used in codification, as well as the system of permissive and prohibitive standard notes. If necessary, the Dictionary entries provide additional orthoepic data about obsolete pronunciation variants, folk poetic and professional accentual features, stress variants and pronunciation of sounds specific to phraseological units. Information about obsolete variants found in fiction is illustrated and verified with examples from poetic texts.

The Principles and Elements of School Dictionaries with an Evaluation of Some Kurdish School Dictionaries

The present study tackles the lexicographicalstandards, criteria and properties that are required for the compilationof school dictionaries. The school dictionaries refer to thesedictionaries used in the successive stages of schools to assist thestudents in language learning. This pedagogical tool is overused by theschool students side by side with the other pedagogical subjects; theschool dictionary is used not only for looking up the meaning ofvocabularies, but also for pronunciation, spelling, grammar,synonymy, antonym, use of words, and etymology. These dictionariesshould be provided with a simple language, clear definitions,explanations, illustrative examples, and fascinating colorful pictures.The advancement of technology has extremely influenced the schooldictionaries because various types of newly invented and ornamentaltools have made these dictionaries more interesting and attractive; thisincreases the students’ favor for using and reading. This study aims toprovide a comprehensive account for the school dictionaries and itprobes into the scientific standards of lexicography existing in these

The school dictionary based on the principles of the Kurdish-language school dictionary

The school dictionary based on the principles of the Kurdish-language school dictionary that can be introduced as a scientific effort on one of the dictionaries set up for school students under the name of the school dictionary, which was prepared in 2016. It has been attempted to investigate according to the principles of school multiplicity in this dictionary and determine the pros and cons aspects of the dictionary. Therefore, it was thought that the research included two main parts as follows: Part one dedicated to the theoretical aspect of the research, which briefly describes the definition of dictionary and aspects of the school dictionary. Whereas, part two is dedicated to the research methodology, which has been attempted to work on the school dictionary according to the information available in the first section. Finally, the results of the study are determined a part from the reference lists and it can be stated that the overall idea of study is written in both Arabic and English languages.

Principles to be Used in Selecting Examples in School Dictionary

Okul sözlükleri hazırlanırken dikkat edilmesi gereken hususlardan biri sözlük kullanıcısına sözcüğün anlamını öğrenmesi açısından kolaylık sağlayacak olan örnek cümlelerin başka bir ifadeyle tanıklamaların seçimidir. Bundan yola çıkılarak bu araştırmada, Türkçe ders kitaplarıyla okul sözlüklerini karşılaştırarak örnek cümle açısından sözlüklerin ihtiyacı karşılama durumunu açığa çıkarmak ve örnek cümle seçiminde dikkat edilmesi gereken ölçütler ışığında sözlükleri incelemek amaçlanmıştır. Okul sözlüklerinin seçiminde ilkokul seviyesine uygun olmasına ve sözlükteki madde başlarının örnek cümlelere yer vermesine dikkat edilmiştir. Temel nitel araştırma deseni ile gerçekleştirilen çalışmada üçü resimli olmak üzere toplam altı okul sözlüğü inceleme nesnesi olarak kullanılmış, veriler doküman incelemesi ile toplanmıştır. Okul sözlüklerindeki örnek cümleler ilkokul Türkçe ders kitaplarındaki sözcüklerle karşılaştırılmış ve örnek cümleler alanyazın taraması sonucu oluşturulan ölçütlere göre değerlendirilmiştir. Sözlüklerde genel olarak gerçekçi, inandırıcı, seviyeye uygun ve anlam ayırıcı nitelikte cümleler olduğu görülmüştür. Ancak sözlüklerdeki sözcüklerin ve örnek cümlelerin sayısı az olduğu için öğrencinin ihtiyacını tam olarak karşılayamamaktadır. Bunun dışında yazım noktalama hatalarına da rastlanmaktadır. Ayrıca “Örnekler özgün metinlere mi dayanmalı yoksa sözlük bilimci tarafından mı geliştirilmeli?” sorusu da tartışmaya açılmıştır.

School Dictionary of the Slovenian Language on the Franček Web Portal

This article presents the concept of the School Dictionary of the Slovenian Language (ŠSSJ), which is being made as part of the project Spletni portal Franček, Jezikovna svetovalnica za učitelje slovenščine in Šolski slovar slovenskega jezika (Franček Web Portal, Language Counselling for Slovenian Teachers and School Dictionary of the Slovenian Language). The School Dictionary of the Slovenian Language, which is a part of The Franček portal, the first specialized educational lexicographic-grammatic portal for Slovenian, brings a lexicographically informed, simplified display of information adapted to the abilities and knowledge of its youngest users. This article describes in greater detail the typology of explanations of nouns, verbs, adjectives and adverbs, which also includes explanations of nouns, verbs, adjectives, and adverbs’ phraseological and non-phraseological multi-word lexemes, the source for dictionary materials (together with the principles of including dictionary entries), the dictionary labels and grammatical information. Individual adjustments and simplifications are partly shown through comparison with the Dictionary of the Slovenian Standard Language (SSKJ).

Increasing Vocabulary Resources for Primary School Students

This article explains how to explain the meaning of a word to elementary school students and how to activate a primary school dictionary.

The Perceived Impacts of a Bilingual Learner's Dictionary

Abstract This paper reports on research into teachers' perceptions of the impact of using a bilingual learner's dictionary. The research, a perceptions of impact study conducted in South Africa from March 2016 to February 2019, investigates the perceptions of teachers on the impact of the dictionary on themselves as teachers, and their perceptions of the dictionary's impact on their pupils. The findings show that teachers perceived dictionary use to have positive impacts on both the language production and language reception skills of pupils in their L2, in line with other studies. However, they also show unexpected teacher perceptions of impacts on content subjects, L1, teaching itself, and attitudes and behaviours (here called the socio-emotional), especially with regard to learning or teaching. The paper situates this research in the literature on dictionary use for production and reception in language learning, and of impact evaluation, as well as highlighting relevant aspects of the South African education system, particularly the use of English as a language of learning and teaching from an early stage. The dictionary in this study was the Oxford Bilingual School Dictionary: isiXhosa and English (De Schryver and Reynolds 2014).

Aspekte van vernuwing in die Afrikaanse leksikografie: Standaard- en pedagogiese woordeboeke as barometer

Innovative Aspects of Afrikaans Lexicography: Standard and Pedagogical Dictionaries as Barometer. The aim of this contribution is to offer an overview of the areas of most significant innovation in the Afrikaans lexicography over the past two decades, with specific reference to standard and pedagogical dictionaries, since they represent the typological categories in which most development is visible. However, reference will also be made to other dictionary types and contexts where relevant. Firstly, the current state of affairs with regard to the Afrikaans lexicography will be outlined in terms of existing lexicographic products. Secondly, some comments will be offered on the professionalisation of Afrikaans lexicography — a topic which has not really been dealt with in metalexicographical research. The roles of the Bureau of the Woordeboek van die Afrikaanse Taal and commercial dictionary publishers will also be highlighted. Thereafter, secondary and specific lexicographic processes will be discussed, with reference to corpus lexicography and lemma selection, macrostructural innovation, and microstructural innovation. The discussion of the latter will include integrated microstructures in bilingual dictionaries, lexicographic definitions in monolingual dictionaries, cotext entries, and aspects of grammatical data. The state of affairs and future of the Afrikaans e-lexicography will also be addressed. Finally, some comments on special dictionaries will be offered. Keywords: commercial lexicography, corpus lexicography, e-lexicography, explanatory dictionary, lexicographic definition, macrostructure, microstructure, pedagogical lexicography, school dictionary, translation dictionary

SCHOOL DICTIONARY FOR TEACHING ARABIC TO NON-NATIVE SPEAKERS AT BASIC LEVELS IN MALI

School dictionary is one of the tools for language teaching to foreigners. It provides the foreign learner with linguistic vocabulary along with its etymological, social and figurative meanings. It develops his communication skills, especially if the dictionary is designed for foreigners, written according to the standards and principles of language teaching to non-native speakers; it contains words that correspond to the age and age group, and to the objectives of Arabic language teaching. These words feature social and cultural meanings, general information, local and Arabic civilizational expressions. The dictionary has structures, expressions and words that meet the linguistic, cultural and scientific needs of learners suitable for their age, cultural and scientific level.

As conjunções integrantes em dicionários escolares para o Ensino Médio

Os dicionários são obras que descrevem o léxico em suas mais variadas formas. Por isso, assim como a Gramática, um de seus papéis é a apresentação de informações sobre as palavras gramaticais, cujo sentido está diretamente relacionado a sua função sintática. Esse é o caso das conjunções, elementos gramaticais geralmente usados na conexão de outros elementos e fundamentais para a coesão textual. Partindo desse contexto, este artigo tem como objetivo descrever as informações lexicográficas presentes nos verbetes das conjunções integrantes que e se dos dicionários escolares tipo 4 presentes no PNLD-2012. Para compreender o conceito de conjunção, discutimos as ideias de pesquisadores como Cunha e Cintra (2017), Bechara (2009) e Bagno (2012), além dos trabalhos de Pontes (2009) e Brasil (2012), para entender como se organizam os dicionários escolares. Essa pesquisa tem orientação qualitativa e se propõe a ser descritiva em sua análise de dados. Nossos resultados apontam que a maioria dos verbetes analisados apresenta orientação gramatical nas informações lexicográficas sobre as conjunções integrantes, abordando sua função sintática, como ocorre comumente nas gramáticas. Podemos perceber, ainda, que a abordagem gramatical dada às conjunções pelas obras analisadas é de orientação normativa, pautada em regras e nomenclaturas, o que dificulta a compreensão dos verbetes para leitores que não conhecem as normas da sintaxe, especialmente as relacionadas à construção dos períodos compostos.

Definições de homossexuais masculinos em dicionários escolares

Com o desenvolvimento das teorias linguísticas e da própria Lexicografia, várias pesquisas e abordagens diferentes foram propostas para dar conta da produção e da recepção das definições lexicográficas. Nessa pesquisa, tomando como base as discussões sobre a definição no âmbito da Metalexicografia (BOLINGER, [1985] 2008; BUGUEÑO MIRANDA, 2009; PONTES, 2009; PORTO DAPENA, 2002; WELKER, 2004), investigamos os recursos linguísticos empregados nos dicionários escolares tipo 3 para significar os homossexuais masculinos. A partir de um recorte de dados de Santos (2016), analisamos as entradas ‘gay’, ‘homossexual’, ‘maricas’ e ‘pederasta’ dos cinco dicionários selecionados, totalizando uma amostra de vinte verbetes. As definições foram analisadas com base nas categorias de definição propostas por Porto Dapena (2002), e os resultados apresentam a seguinte distribuição: 16 definições relacionais (44,5%), 12 definições hiperonímicas (33,3%), 6 definições sinonímicas (16,7%) e 2 definições pseudoperifrásticas (5,5%). Foi constatada uma tendência, na amostra, à utilização de definições relacionais, destacando o caráter metalinguístico dos dicionários. Outro aspecto relevante diz respeito aos traços semânticos utilizados nas definições que trazem à tona discussões sobre gênero social e sexualidade.

The Real-life-based School Dictionary for Turkish

This report aims to describe the development of a new, original, and monolingual dictionary as an educational resource named the Real-life-based School Dictionary (RLBSD). There is a general lack of corpus-based school dictionaries in the Turkish context. The existing dictionaries are based on native speaker intuitions and are far from being empirical, indicating the need for the development of a corpus-based dictionary. In this respect, the RLBSD meets this critical need. A specialized corpus consisting of texts from a range of natural language environments such as coursebooks (from primary to high school) approved by the Ministry of Education (MoNE), children's literature books, and periodicals was compiled and forms the basis of the RLBSD. The dictionary has been designed with the use of information technologies and corpus linguistics methods and is accessible to users on all digital platforms (the Internet, smart board, tablet, smartphone) as an instructional tool. It is believed that the current study may serve as an exemplary work with its methods and outputs for Turkish lexicography studies.

Treatment of Figurative Expressions in Two-Way School Dictionaries

This paper deals with the selection and the lexicographic treatment of figurative expressions in two dictionaries: a French-Serbian dictionary for elementary school students and an Italian-Serbian dictionary for elementary and secondary school students. First, the corpus is processed for the purpose of quantitative comparison of figurative expressions, then 18 related words from each dictionary are singled out in order for qualitative similarities and differences to be more thoroughly examined, with, finally, the same words being analysed by means of general two-way dictionaries. The highlights of the analysis are as follows: the number of marked figurative expressions is disproportionately greater in the dictionary intended for both elementary and secondary school students; translation equivalents are identical or very similar in both school dictionaries, with the exception of the way they are marked; both school dictionaries feature examples for all figurative meanings; and, the number of figurative meanings in school dictionaries is lower than in general dictionaries, but the former show more consistence with regard to their marking and exemplifying. As far as the results are concerned, they are interpreted through the prism of lexicological, lexicographic, and didactic factors. In the end, the author conclude(s) that an appropriate treatment of figurative expressions is one of the key reasons why two-way school dictionaries are still an indispensable tool in foreign language teaching.

Texto e imagem: a complementaridade intersemiótica em dicionários escolares Tipo 2

O texto dos dicionários escolares se utiliza de ilustrações para complementar as definições. Nosso objetivo com este artigo é investigar e descrever os tipos de relações semânticas intersemióticas existentes entre texto e imagem nos verbetes ilustrados dos dicionários escolares tipo 2. Adotamos o modelo proposto por Royce (1998) para o estudo das relações intersemióticas entre texto e imagem. Desenhamos uma pesquisa quati-qualitativa em que verificamos a ocorrência ou não da complementaridade intersemiótica entre o texto do verbete e a ilustração por meio das seguintes relações semânticas: repetição, sinonímia, meronímia, hiponímia, antonímia e colocação. Os resultados deste estudo demostram que a complementaridade intersemiótica ocorre em quase 90% dos verbetes ilustrados, destacando-se a relação semântica de sinonímia.

Marcas de uso em dicionários escolares Tipo 2

Neste artigo, pretendemos refletir sobre dicionários escolares que estão inseridos no PNLD 2012: Dicionário, que se divide em quatro grupos de dicionários voltados ao Ensino Fundamental; desse agrupamento, interessa-nos examinar aqueles do Tipo 2 por serem as primeiras obras dicionarísticas nas quais aparecem marcas de uso (nosso objeto de pesquisa). Dentre os sete dicionários pertencentes a esse grupo, analisamos Geiger (2011) e Saraiva Júnior (2009), comparando suas etiquetas àquelas de Houaiss (2009) e Ferreira (2010). Baseando-nos em Fajardo (1997), Strehler (1998), Garriga Escribano (2003), Welker (2004), Zavaglia (2009) e Gutiérrez Cuadrado (2011), notamos que as marcas são usadas para destacar, além de contextualizar, itens próprios ao universo infantil. Resulta que não há uma padronização metodológica quanto à escolha de um rótulo em detrimento a outro, tampouco pedagógica, propósito primeiro ao consulente escolar, para sua produção textual.

Лексикографирование татарского культурного компонента в словаре для учащихся

The paper aims to identify peculiarities of the Tatar culture lexicographical representation in school dictionaries. The article examines specificity of compiling a full dictionary entry for a culturally marked word unknown to students. The study is conducted by the material of the Tatar-Russian-English school dictionary by A. A. Timerkhanov and S. F. Garifullin. Scientific originality of the research involves a comprehensive analysis of a dictionary entry. Special attention is paid to the means representing culturally marked information about a headword. The conducted research allows concluding that the dictionary entry for a culturally marked word contains descriptive translation or loan translation providing a required cultural commentary.

TRANSITIVIDADE EM DEFINIÇÕES DE DICIONÁRIOS ESCOLARES

Nosso objetivo nesta pesquisa foi investigar os padrões de transitividade encontrados nos verbetes relacionados a homossexuais masculinos em dicionários escolares tipo 3. Compusemos um corpus que apresenta 40 ocorrências de 11 entradas extraídas de cinco dicionários: Bechara (2011), Ferreira (2011), Geiger (2011), Ramos (2011) e Saraiva e Oliveira (2010). As definições selecionadas foram analisadas de acordo com os tipos de Processos da Linguística Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2014). Os dados apresentam a seguinte distribuição geral: 45 (78,9%) Processos relacionais, 6 (10,5%) Processos comportamentais, 5 (8,8%) Processos mentais e 1 (1,8%) Processo material. Essa distribuição pode ser influência do gênero textual sobre as escolhas lexicogramaticais dos autores. No entanto, as escolhas dos Participantes ilustram os preconceitos, as pressões sociais e as lutas pela dignidade das pessoas LGBTQ+.

Practical Lexicography as a Sphere of Multidimensional Research Activity of Multi-level Students (On the Materials of a Dictionary of Folk Signs)

The article presents the experience of organizing research activities of students and schoolchildren as part of a lexicographic project implemented on the basis of the Experimental Laboratory of Educational Lexicography of the Pskov State University. The goal of the presented research project is to popularize folk culture and Russian paremiology, to develop students’ interest in the Russian language and folklore, to draw students’ attention to environmental issues, and to form their environmental awareness. The expected practical result is the preparation of a School Dictionary of Weather Signs for publication. The use of the linguo-cognitive method and structural-semantic modelling techniques allowed thematic classification of the signs for their representation in the dictionary; linguistic and cultural analysis provided the identification of ethnocultural specifics of signs; the method of linguoculturological commenting was used during the dictionary explication of the cultural background of paremias. The innovative nature of the dictionary being developed implied involving the reader in the interactive work with the material. The methods of this activity were tested at the second stage of the lexicographic project: the dictionary materials were posted on the website, and the users – schoolchildren – were invited to analyze the relevance of the signs, observing the natural environment, and present the results of their observations in the comments. These data were used in the structuring of entries and the development of linguoculturological vocabulary comments for the School Weather Vocabulary, which was prepared for publication in accordance with the project implementation plan. Thus, it was proved that practical work on a lexicographic project allows organizing a multidimensional research activity of students of different levels: higher education students who study Russian paremias in terms of their relevance, frequency, linguistic and cultural value, master the methods of lexicographic material representation, including using information technologies as part of an online project; and secondary school students who analyse the content and identify the scientific basis of weather signs, observing the environment in the course of sign verification, reflect about its contemporary state and offer their solutions to ecological problems.

The Principles and Elements of School Dictionaries with an Evaluation of Some Kurdish School Dictionaries

Abstract: The present study tackles the lexicographical standards, criteria and properties that are required for the compilation of school dictionaries. The school dictionaries refer to these dictionaries used in the successive stages of schools to assist the students in language learning. This pedagogical tool is overused by the school students side by side with the other pedagogical subjects; the school dictionary is used not only for looking up the meaning of vocabularies, but also for pronunciation, spelling, grammar, synonymy, antonym, use of words, and etymology. These dictionaries should be provided with a simple language, clear definitions, explanations, illustrative examples, and fascinating colorful pictures. The advancement of technology has extremely influenced the school dictionaries because various types of newly invented and ornamental tools have made these dictionaries more interesting and attractive; this increases the students’ favor for using and reading. This study aims to provide a comprehensive account for the school dictionaries and it probes into the scientific standards of lexicography existing in these sorts of dictionaries. It also scrutinizes whether the three Kurdish dictionaries Qutabi Dictionary (Students’ Dictionary) (1985), Qutabi Dictionary (Students’ Dictionary) (2001), and Trife Dictionary (2008) meet the academic standards of lexicography.