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Monolingual, Bilingual Dictionaries and Language Study  [cached]
Shan-shan CHEN
Cross-Cultural Communication , 2008, DOI: 10.3968/693
Abstract: This paper tries to prove that, neither monolingual nor bilingual dictionary can, by themselves satisfy the needs of foreign language learners. Different stages of second language acquisition require different types of dictionaries, and they all have their own unique function in helping the learners to form a new language habit. This paper makes a review about present and past research and various scholarly points of views. For research approach, a quantitative method is adopted to investigate which kind of dictionary best meets the needs of students in different stages of foreign language acquisition. Finally, results and discussions are shown to conclude the investigation. Key words: monolingual dictionary, bilingual dictionary, language study Résumé: Le présent article tente de prouver que, ni le dictionnaire monolingue ni le dictionnaire bilingue ne peut satisfaire les besoins des apprenants de langues étrangères. Les différentes étapes de l’acquisition de la deuxième langue exigent de différents types de dictionnaires, et ils ont tous leur propre fonction pour aider les apprenants à former une nouvelle habitude langagière. Le présent article met en revue les recherches actuelles et passées ainsi que les points de vues académiques divers. Quant à l’approche de recherches, des méthodes quantitatives sont adoptées pour étudier quel type de dictionnaire répond le mieux aux besoins des étudiants dans les différentes phases de l’acquisition des langues étrangères. Finalement, on montre les résultats et les discussions pour conclure l’investigation. Mots-Clés: dictionnaire monolingue, dictionnaire bilingue, étude linguistique 摘要:本文試圖證明無論單語詞典還是雙語詞典都不能獨立地滿足語言學習的需求。不同階段的外語學習需要使用不同的詞典,它們在幫助學習者形成一種新的語言習慣過程中發揮著不同的作用。本文回顧了有關文獻和不同的研究觀點,採用定量和定性的方法來研究哪種詞典能滿足二語習得不同階段的學習要求,最後得出結論。 關鍵詞:單語詞典;雙語詞典;語言學習
The role of the introductory matter in bilingual dictionaries of English and Arabic
H Al-Ajmi
Lexikos , 2001,
Abstract: Monolingual and bilingual dictionaries for learners of English as foreign language differ from each other in many aspects. Among the differences are the types of information a dictionary provides outside the A–Z word list, especially in its introductory matter. Yet, dictionary introductions have been referred to rather peripherally in the literature on dictionary users and uses. Within the context of lexicographic practice, this study aims to outline the differences between EFL learner's dictionaries and bilingual English–Arabic dictionaries, and to determine to what extent a given set of popular dictionaries provide varied and sufficient information in their introductions. Three categories of dictionaries will be the subject of comparison: EFL dictionaries, European bilingual dictionaries, and bilingual dictionaries in the Arab world.
The Role of the Introductory Matter in Bilingual Dictionaries of English and Arabic
Hashan Al-Ajmi
Lexikos , 2011, DOI: 10.5788/11--839
Abstract: : Monolingual and bilingual dictionaries for learners of English as foreign language differ from each other in many aspects. Among the differences are the types of information a dictionary provides outside the A?Z word list, especially in its introductory matter. Yet, dictionary introductions have been referred to rather peripherally in the literature on dictionary users and uses. Within the context of lexicographic practice, this study aims to outline the differences between EFL learner's dictionaries and bilingual English?Arabic dictionaries, and to determine to what extent a given set of popular dictionaries provide varied and sufficient information in their introductions. Three categories of dictionaries will be the subject of comparison: EFL dictionaries, European bilingual dictionaries, and bilingual dictionaries in the Arab world. Keywords: BILINGUAL DICTIONARY, INTRODUCTORY MATTER, ENGLISH?ARABIC, EFL LEARNER'S DICTIONARY, ORIENTALIST DICTIONARY Opsomming: Die rol van die inleidende gedeelte in tweetalige woordeboekevan Engels en Arabies. Eentalige en tweetalige woordeboeke vir aanleerders vanEngels as vreemde taal verskil in baie opsigte van mekaar. Een van die verskille is die tipes inligtingwat 'n woordeboek buite die A–Z-woordelys verskaf, veral in die inleidende gedeelte. Tog isdaar slegs in die verbygaan na woordeboekinleidings in die literatuur oor woordeboekgebruikersen -gebruik verwys. Hierdie studie het dit ten doel om, binne die konteks van die leksikografiesepraktyk, die verskille uit te stippel tussen EVT-aanleerderswoordeboeke en tweetalige Engels–Arabiesewoordeboeke, en te bepaal in watter mate 'n gegewe groep gewilde woordeboeke veelsoortigeen genoegsame inligting in hul inleidings verskaf. Drie kategorie woordeboeke sal die onderwerpvan hierdie vergelyking vorm: EVT-woordeboeke, Europese tweetalige woordeboeke entweetalige woordeboeke binne die Arabiese wêreld. Sleutelwoorde: TWEETALIGE WOORDEBOEK, INLEIDENDE GEDEELTE, ENGELS–ARABIES, EVT-AANLEERDERSWOORDEBOEK, ORI NTALISTEWOORDEBOEK
A non-native user perspective of corpus - based dictionaries of English and French. A non-native user perspective of corpus - based dictionaries of English and French.
Estela Carvalho
Ilha do Desterro , 2008,
Abstract: Corpus-based dictionaries are intended to any native or non-native speaker of a particular language. Nonetheless, terminology researchers insist that professional translators need to be aware of the array of resources made available to them by modern dictionaries. Referring to dictionaries is an essential and time-consuming activity of a translator’s daily work. Even though bilingual dictionaries are useful, they cannot take the place of monolingual dictionaries, particularly after the end of the nineties, when the most important English learners’ dictionaries started to be reformulated owing to large quantities of text of varied sources in machine-readable form. Corpus-based dictionaries are intended to any native or non-native speaker of a particular language. Nonetheless, terminology researchers insist that professional translators need to be aware of the array of resources made available to them by modern dictionaries. Referring to dictionaries is an essential and time-consuming activity of a translator’s daily work. Even though bilingual dictionaries are useful, they cannot take the place of monolingual dictionaries, particularly after the end of the nineties, when the most important English learners’ dictionaries started to be reformulated owing to large quantities of text of varied sources in machine-readable form.
El tractament de les construccions amb verb suport en els diccionaris monolingües i bilingües de l'alemany i el català [The treatment of support-verb constructions in monolingual and bilingual German and Catalan dictionaries]
Castell, Andreu
Zeitschrift für Katalanistik , 2011,
Abstract: Taking as a starting point a corpus based on the most representative grammars of the German language, the aim of this paper is to analyze the treatment of support verb constructions in monolingual and bilingual dictionaries of German and Catalan. More specifically, the analysis will focus on the number of support verb constructions in the corpus that appear in these dictionaries and how they are then represented in the entries dedicated to both the participating verbs and nouns.
Is Lexicography making progress? on dictionary use and language learners' needs
M Abecassis
Lexikos , 2007,
Abstract: This article sets out to explore the ways native speakers as well as foreign language learners use dictionaries and the strategies dictionary users adopt in the language acquisition process. The basis for this article is a corpus of six books (in chronological order Atkins (Ed.) 1998, Nesi 2000, Tono 2001, Humblé 2001, Sin-wai (Ed.) 2004 and Thumb 2004) that look at both the usage of bilingual, monolingual and bilingualised dictionaries and the users' behaviour in the con-sultation process. Both the bilingual and monolingual dictionaries seem to be used independently, depending on whether the user wants to utilise them for comprehension, translation or production with regard to a foreign language. As pointed out in the literature on lexicography, some of these dictionaries, though they have undergone many changes over the years, still have serious limita-tions as learning tools, but the user's performance is also under investigation in empirical research, with the aim of optimising dictionary effectiveness as well as developing the language learner's skills.
How different are monolingual and bilingual acquisition? How different are monolingual and bilingual acquisition?
Annick De Houwer
Ilha do Desterro , 2008,
Abstract: This paper compares monolingual acquisition to the acquisition of two languages from infancy. Basis for the comparison is the acquisition literature. Specifically for bilingual acquisition, the paper relies on findings from studies on young bilingual children who together are acquiring 13 languages in 14 different combinations. The data available to date strongly suggest that in essence, bilingual and monolingual children go through the primary language development process in fundamentally similar ways. There are also striking similarities between bilingual and monolingual children for one particular language-in-acquisition. The acquisition process, then, appears to be very robust, and quite immune to the fact whether a child is growing up with two languages or just one. This paper compares monolingual acquisition to the acquisition of two languages from infancy. Basis for the comparison is the acquisition literature. Specifically for bilingual acquisition, the paper relies on findings from studies on young bilingual children who together are acquiring 13 languages in 14 different combinations. The data available to date strongly suggest that in essence, bilingual and monolingual children go through the primary language development process in fundamentally similar ways. There are also striking similarities between bilingual and monolingual children for one particular language-in-acquisition. The acquisition process, then, appears to be very robust, and quite immune to the fact whether a child is growing up with two languages or just one.
Monolingual accounting dictionaries for EFL text production
Sandro Nielsen
Ibérica , 2006,
Abstract: Monolingual accounting dictionaries are important for producing financial reporting texts in English in an international setting, because of the lack of specialised bilingual dictionaries. As the intended user groups have different factual and linguistic competences, they require specific types of information. By identifying and analysing the users' factual and linguistic competences, user needs, use-situations and the stages involved in producing accounting texts in English as a foreign language, lexicographers will have a sound basis for designing the optimal English accounting dictionary for EFL text production. The monolingual accounting dictionary needs to include information about UK, US and international accounting terms, their grammatical properties, their potential for being combined with other words in collocations, phrases and sentences in order to meet user requirements. Data items that deal with these aspects are necessary for the international user group as they produce subject-field specific and register-specific texts in a foreign language, and the data items are relevant for the various stages in text production: draft writing, copyediting, stylistic editing and proofreading.
Anna Dziemianko. User-friendliness of Verb Syntax in Pedagogical Dictionaries of English
Micha?l Abecassis
Lexikos , 2011, DOI: 10.5788/18--499
Abstract: To be user-friendly, monolingual and bilingual dictionaries for foreign users must be both easy to use and easy to read. They are designed to help prospective users both encode and decode, and to facilitate the comprehension of some vocabulary items or particular grammatical constructions. However, it often happens in practice that dictionaries are not used fully because some users are not aware of the richness of their contents. In carrying out the redesign of their dictionaries, lexicographers have been helped greatly by the views, needs, and preferences of a wide range of language users, many of them, of course, from schools and universities as well as general language learners. Further adaptations always follow, based on the experience of using a new dictionary and for this purpose feedback is always of great importance. In the process of establishing a user-friendly dictionary, the changes, though extensive, remain modest but in the much longer term, more complex changes take place to incorporate revisions and give them new clarity and coherence across the many and expanding contexts in which they are used. Whether this redesign actually helps users is the subject of much research. Both traditional and electronic dictionaries have now included a large number of tools in the definition, such as IPA pronunciation, examples and syntactic information, often presented in the shape of codes which will enable users not only to understand a particular structure, but to be able to reuse it.
Advanced Cantonese ESL Learners' Use of a Monolingual Dictionary for Language Production
AYW Chan
Lexikos , 2012,
Abstract: This article reports on the results of a research study which investigated the use of monolingual dictionaries by Hong Kong advanced Cantonese ESL learners in the production of target language sentences. Thirty-one English majors participated in a sentence completion task and a sentence construction task with and without the help of a monolingual dictionary. In the sentence completion task, a full Chinese context and a partial English context were given, whereas in the sentence construction task, only a few English prompts were given. Different self-reporting protocols, including introspective questionnaires, retrospective questionnaires and think-aloud recordings, and a post-task focus-group interview were conducted to tap into the participants' thinking processes during dictionary consultation. The results show that a monolingual dictionary is useful in helping learners produce target language sentences, yet learners encounter different kinds of consultation problems, some of which are related to their general use of dictionaries and others to the language in which their thinking processes are engaged. It is suggested that ESL learners use both monolingual and bilingualized dictionaries in their learning and that ESL teachers design dictionary skills training programs which take into account learners' linguistic competence and actual consultation problems.
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