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Zeitschriftenartikel zum Thema "Dictionaries-foreign language"
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G. Chumarova, Lyubov, Evgeniya A. Belyayeva und Rezida. „EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE“. Humanities & Social Sciences Reviews 7, Nr. 6 (14.11.2019): 20–23. http://dx.doi.org/10.18510/hssr.2019.765.
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Purpose of the study: This article is about the experience of using toponymical dictionaries in the process of developing communicative skills of the students at undergraduate level.
Methodology: The authors use toponymical dictionaries of the native language and of the learning foreign language as valuable sources in their work. According to our experience, the toponymical dictionaries help to motivate students for self-study, to find interesting information about their native places where they were born and grew up and about the English-speaking countries. Students research the names of the places with great interest.
Results: The authors analyzed the educational value of toponymical dictionaries. In the article, it is described the research of some successful methods and techniques of using toponymical dictionaries in teaching foreign language. It was researched pedagogical principals of using toponymical dictionaries in teaching and learning process; what results are possible to achieve and what exercises can be used working with toponymical dictionaries in teaching foreign language.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Educational Value of Toponymical Dictionaries in Teaching Foreign Language is presented in a comprehensive and complete manner.
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Nomicienė, Daiva, und Alisa Stunžaitė. „Digital Lexicography: Research of Usage of Different Dictionary Types at Vilnius Gediminas Technical University“. Coactivity: Philology, Educology 24, Nr. 2 (09.05.2017): 90–100. http://dx.doi.org/10.3846/cpe.2016.293.
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The current research focuses on the investigation of the VGTU students’ and foreign language teachers’ attitude towards the types of dictionaries: printed, electronic versions of printed dictionaries and dictionaries available online. The aim of the research was to set the most used type of the dictionaries by the students and foreign language teachers at VGTU. 296 students from different study programmes and 12 foreign language teachers were selected to participate in the investigation. The research data was analysed from two perspectives: qualitatively and quantitatively. Qualitatively data was analysed with the help of literature review method, a questionnaire and a comparative analysis. Therefore, quantitatively data was analysed relying on the method of descriptive statistics. The collected data revealed the differences in the students’ and the foreign language teachers’ attitude. Majority of the students preferred online dictionaries to printed and electronic, whereas the selection of the dictionary type by the foreign language teachers was limited to a printed version. The same tendency could be observed relying on the question about the search of special terms. Majority of the students would rely on the dictionaries available on the Internet, hence teachers would select printed ones. Relying on the research, it could be concluded that while preparing study material and recommendations for the students, foreign language teachers should rely on students’ attitude.
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Sayyid Megawer Sakran, Megawer. „المستويات اللغوية في المعاجم الحديثة بين المحافظة والتطوّر“. Jurnal CMES 11, Nr. 1 (12.12.2018): 7. http://dx.doi.org/10.20961/cmes.11.1.25996.
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<p>Arabic scholars from the classical to the modern period paid attention to the disciplines of Arabic lexicography. A great attention was given to lexicography, which was fundamentally helpful for active users and speakers of the Arabic language since the era of Khalil bin Ahmad (786 AD) who wrote the Al-‘Ain dictionary to Ahmad Mukhtar Umar's (2003) period with his dictionary Muʻjamu al-Lughah al-‘Arabiyyah al-Muʻāshirah. Modern linguistic studies then produce language levels found in Arabic dictionaries. This level of language is certainly different in the view of Arab lexicographers. Some see it from the perspective of a language level that includes syntax, morphology and phonology, mostly referred to by classical and modern dictionaries. Some others see the language levels typically a variety of languages ammiyyah (al-‘āmmī/colloquial Arabic) and various foreign languages (al-aʻjamī/foreign language). Both of these varieties have seized the attention of Arabic dictionaries through a number of explanations either explicitly or implicitly in these dictionaries. Language levels <br />additionally includes the treasure of language (turāts) literary works are assessed as the basic foundation for language users and reviewers. In addition to turāts, the level of spoken language used daily is also found in Arabic dictionaries. This language level undergoes articulation changes in a number of vocabularies in the form of changes at the vowel marks (charakat). This article outlines these four levels of language by modern Arabic dictionaries which aim to show the extent to which modern Arabic dictionaries make use of the classical Arabic lexicography paradigm and its contribution to the development of descriptions of language vocabulary for current language speakers and modern Arabic dictionary users.</p>
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Kosmin, V. V., und A. A. Kosmina. „Transport lexicography: history and the present“. Transport Technician: Education and Practice 2, Nr. 1 (27.03.2021): 105–13. http://dx.doi.org/10.46684/2687-1033.2021.1.105-113.
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The development of transport lexicography in retrospect, starting with the first transport technical dictionaries (railway and others), shown. An almost exhaustive list (55 titles) of the dictionaries that have been published so far that make up the transport lexicography with Russian as the main language or one of the languages included in the transport dictionaries given. The multilingual form of the first dictionaries noted, covering the languages of those countries where, by the time of the constitution of the railway network in Russia, railways had advanced development. The stage of updating transport technical dictionaries by the middle of the XX century considered. The characteristics of the current state in the field of foreign-language and Russian-language terminological transport dictionaries, including terminological dictionaries, as well as their new types, such as dictionaries of abbreviations, are given. The coverage of the transport lexicography of the main types of transport (except for pipeline transport) shown. The tendency of specialization of dictionaries in the field of one type of transport and the revival of multilingual dictionaries, including the use of ‘new’ languages for transport lexicography (Kazakh, Mongolian, Ukrainian), where Russian is not the state language after the collapse of the USSR, noted. Recommendations for the further development of transport lexicography, including the continuation and expansion of the practice of issuing highly specialized dictionaries along with universal transport dictionaries, as well as specialization of electronic dictionaries as a way to improve their quality and speed up work with them formulated.
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Baskin, Sami, und Muhsin Mumcu. „Dictionary Culture of University Students Learning English as a Foreign Language in Turkey“. International Education Studies 11, Nr. 3 (25.02.2018): 101. http://dx.doi.org/10.5539/ies.v11n3p101.
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Dictionaries, one of the oldest tools of language education, have continued to be a part of education although information technologies and concept of education has changed over time. Until today, with the help of the developments in technology both types of dictionaries have increased, and usage areas have expanded. Therefore, it is possible to find a dictionary of different types that are applicable to each situation, rather than a single dictionary for every situation. Determining this diversity and the preferences of users is very important in terms of the quality of the education to be given and the new dictionaries to be written.In this study, dictionary preferences of students learning English as a foreign language in Turkey, factors affecting these preferences, past dictionary experiences and trainings were discussed. For this purpose, a survey with 25 questions was collected from 83 students who were learning English in the preparatory classes of Gaziosmanpasa University.The data obtained from the surveys was transferred to the SPSS program and frequency analyses were made. Numerical breakdowns and descriptive analysis of students’ dictionary preferences and factors affecting these preferences were realized. The results revealed that the majority of the students learning English as a foreign language in Turkey did not receive any training on using dictionaries although they bought and used their first dictionaries at primary school. It was also found that language level had an important effect on dictionary usage and as students’ level of language increased they considered dictionaries as easy tools. Besides, students with lower language skills found dictionaries as more informative sources than other students.
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Nummila, Kirsi-Maria Karoliina, und Minna Seppänen. „Suomalaisen Kirjallisuuden Seuran 1800-luvulla kustantamat vieraskieliset sanakirjat: funktiot, odotukset ja vastaanotto“. Sananjalka 60, Nr. 60. (17.12.2018): 184–203. http://dx.doi.org/10.30673/sja.69844.
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Suomalaisen Kirjallisuuden Seuran 1800-luvulla kustantamat vieraskieliset sanakirjat: funktiot, odotukset ja vastaanotto
Suomalaisen Kirjallisuuden Seura (SKS) oli 1800-luvulla merkittävä suomen kielen joko lähtö- tai kohdekielenä sisältävien vieraskielisten sanakirjojen kustantaja. Tässä artikkelissa tarkastellaan SKS:n 1800-luvulla kustantamien vieraskielisten sanakirjojen julkaisutoimintaa kustantajan, sanakirjan laatijan ja julkaisun vastaanottajan näkökulmista. Tutkimuksen keskeisenä tarkoituksena on valaista sanakirjojen kustantamiseen liittyviä tavoitteita ja sanakirjoihin kohdistuneita toiveita. Tutkimuksessa tarkastellaan näiden seikkojen kirjoittumista analysoitaviin teksteihin ja tekstien väliseen vuoropuheluun. Tutkimusaineisto koostuu SKS:n kokouspöytäkirjoista, SKS:n julkaisemien sanakirjojen esipuheista ja sanakirjoista julkaistuista kirja-arvioista. Tarkasteltavat sanakirjat on julkaistu vuosina 1864–1900. Ajanjakso on suomen kielen kehityksen ja suomenkielisen sivistyksen kannalta erityisen merkittävä.
SKS:n toimintaa kuvaavat pöytäkirjat osoittavat, että SKS:n piirissä käydyissä keskusteluissa tärkeimmiksi syiksi laatia vieraskielisiä sanakirjoja nousevat koulujen tarpeet ja suomalaisen kulttuurin rikastuttaminen merkittävien sivistyskielten kirjallisuuden kautta. Teosten korkean tason SKS pyrki varmistamaan valitsemalla tekijät tarkkaan ja kontrolloimalla prosessia asettamiensa toimikuntien avulla. Teosten esipuheet osoittavat, etteivät SKS:n sanakirjojen laatijoille antamat ohjeet kuitenkaan olleet loppuun asti mietittyjä eivätkä toimitusperiaatteet selviä. Kesken prosessin muuttuneet ohjeet ja tavoitteet tuottivat epätasaisuutta ja hidastivat työtä. Monien tarpeiden samanaikaiset tyydyttämisyritykset epäonnistuivat käytännössä, ja tuloksina oli yhtäkään käyttäjäryhmää erityisen hyvin palvelevia teoksia. Samat teemat ovat esillä sanakirjoista kirjoitetuissa arvioissa; niissä nousee kuitenkin voimakkaasti esiin myös pioneerityön arvostus ja kansallinen kiitollisuuden tunne. Puutteistaan huolimatta 1800-luvun vieraskieliset sanakirjat olivatkin merkittäviä osoituksia suomen ilmaisuvarojen rikkaudesta ja kielen arvosta tasavertaisena muiden sivistyskielten rinnalla.
Foreign language dictionaries published by the Finnish Literature Society in the 19th century: functions, expectations, and reception
In the 19th century, the Finnish Literature Society (SKS) was a major publisher of foreign language dictionaries containing Finnish as either the source or the target language. This article deals with the publication process of foreign language dictionaries published by SKS in the 19th century from the points of view of the publisher, the author of the dictionary, and the recipient of the publication. The central purpose of the study is to illustrate the goals related to dictionary publication as well as the needs behind these publications. This study examines how such matters are expressed in the texts to be analysed as well as the dialogue between the texts. Research data consist of SKS’s minutes, the forewords of dictionaries published by SKS, and book reviews made of the dictionaries. The analysed dictionaries were published between 1864 and 1900. This time period is of particular significance for the development of the Finnish language and Finnish language education and culture.
The minutes describing SKS’s operation reveal that, in discussions within SKS, the most important reasons for publishing foreign language dictionaries were seen to be the increasing needs of the school system and the enrichment of Finnish culture through access to literatures published in the principal languages of the civilised world. SKS aimed to ensure the high quality of its publications through careful selection of authors and monitoring of the publication process with the help of specially created committees. However, from the forewords of the dictionaries we can see that the instructions given by SKS to the authors of the dictionaries were not quite thought through, and editorial principles were somewhat unclear. Instructions and objectives were being revised during the publication process, which caused inconsistent end results and slow progress. The goal of trying to meet varying requirements at the same time was not successful in practice, and the end result was the publication of dictionaries that were not particularly suitable for any target group. The same themes come up in reviews written about the dictionaries; however, the reviews also express a clear admiration towards the pioneering spirit of the publications and a sense of national gratitude. Despite their deficiencies, foreign language dictionaries in the 19th century were a significant demonstration of the expressive richness of the Finnish language and its value as an equal to other languages of the civilised world.
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Prudensi, Nora Yuris, Masrizal Masrizal und Musthafa Haris Munandar. „MEDIA PEMBELAJARAN KAMUS TIGA BAHASA NEGARA BERBASIS ANDROID“. Jurnal Teknik Informasi dan Komputer (Tekinkom) 4, Nr. 1 (2021): 44–48. http://dx.doi.org/10.37600/tekinkom.v4i1.231.
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The purpose of this study is to create a dictionary application in three languages that can help users to make it easier to search for English, Korean and Indonesian vocabulary. Dictionary of 3 State Languages is a learning media that can provide convenience for students and the general public. The phenomenon that occurs is that students in the class have problems with foreign languages to complete the tasks given by the teacher in fulfilling the learning contributions needed in the learning process in foreign language subjects. This application is designed using UML, Eclipse and SQLite database. The design of this application is very useful for students, teachers, and even the general public. The method used in designing this application is the Waterfall System Development Life Cycle method. The stages carried out consist of data collection, analysis of problems and requirements, and testing. Data collected from Indonesian dictionaries, Japanese dictionaries, English dictionaries and preparatory software is required to build an application. The next step is to build an application with Eclipse and the last process is to complete the application and implement it to an android device which provides vocabulary translation services into three languages at once.. Keywords: Android, Foreign Language, Dictionary, Application
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Pryimak, Dmytro. „Exotic Plural Forms of Foreign Currency Names in English, French, and Italian: Grammatical, Lexicographical, and Translation (from/into Ukrainian) Perspectives“. Studies About Languages, Nr. 35 (05.12.2019): 5–20. http://dx.doi.org/10.5755/j01.sal.0.35.21962.
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This article analysed exotic plural forms of loanwords denoting foreign currency names in the English, French, and Italian languages, the specificities of their translation from/into Ukrainian and presentation in Ukrainian bilingual dictionaries. The findings of the research prove that there is no unequivocal approach to the use of either exotic or adapted plurals in the names of foreign currencies and coins in English, French, and Italian. The analysis of academic materials within this research allows a recommendation to consult dictionaries for correct exotic plural forms in all the three languages, recognising the appropriateness of the adaptation of borrowed plurals to the native morphological model in the French and Italian languages. In Ukrainian translations and the presentation in Ukrainian bilingual dictionaries, this approach should be preserved, with additional information provided on the donor language from which the exotic form was borrowed to ease the reader’s comprehension and choice of the plural to be used.
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Sviķe, Silga. „Mobile apps as language-learning tools“. AILA Review 34, Nr. 1 (09.09.2021): 19–36. http://dx.doi.org/10.1075/aila.20006.svi.
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Abstract This contribution researches various translation dictionaries – mobile apps with Latvian that are available for free on the Google Play Store and sets out the experience of developing specialised translation dictionaries at Ventspils University of Applied Sciences (VUAS). The results encounter three different dictionary models that are compiled for the acquisition of Languages for Special Purposes (LSPs) to support vocabulary (term) learning, translation, reading, listening and writing skills during the foreign language-learning process. Dictionaries with grammatical information and rich, supportive data or encyclopaedic information added are more useful for understanding specific domain concepts and content, as well as for the translation practice. Thus, the dictionary user does not have to look for another application or other source to get this additional information. Each new app takes up some space on the user’s smart device; therefore, it is important to maximise the support provided by a single dictionary. The research provides insight into the range of dictionaries with Latvian available on the Google Play Store, gives a brief description, and explains the practical experience of VUAS when working on developing such dictionaries and applying them for language-learning purposes and specialised terminology courses for students. The study also provides an overview of challenges, problems and lexicographic and information technology solutions for mobile applications. The goal of the research is analysing and characterising those free-of-charge dictionaries in the form of mobile apps with Latvian as one of the translation languages. Surveys were used to gather and analyse research data. A survey of dictionary users and a survey of language learners using dictionary apps were carried out after the development of the specialised dictionaries.
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McCreary, Don R. „English Dictionaries for Foreign Learners: A History (review)“. Language 77, Nr. 4 (2001): 866–67. http://dx.doi.org/10.1353/lan.2001.0230.
Der volle Inhalt der QuelleDissertationen zum Thema "Dictionaries-foreign language"
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Cho, Mi-ock Jeong. „A critical analysis of Korean-English dictionaries for productive use by Korean EFL learners“. Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368408.
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Rudd, Rebecca Lynn. „Electronic dictionaries in the ESL composition class“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.
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This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.
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Nesi, Hilary. „The use and abuse of EFL dictionaries : how learners of English as a foreign language read and interpret dictionary entries“. Thesis, Swansea University, 1994. https://cronfa.swan.ac.uk/Record/cronfa42801.
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This thesis begins with a review of research into dictionary use. A number of experimental design problems are discussed, in particular the unreliability of questionnaire responses, and the need for detailed accounts of individual dictionary consultations whilst sampling in numbers sufficient to represent specified populations. The experiments reported in subsequent chapters investigate issues raised in the review. The first two studies find that dictionary use during a reading comprehension test affected completion speed but not test scores. The apparent failure of dictionary use to improve comprehension is attributed to the test itself, the dictionaries, and the users' choice of look-up words. The ability of users to interpret dictionary entries is investigated in three further studies which use computers to gather data on large numbers of individual consultations. The findings indicate that there is little difference between three major EFL dictionaries in terms of speed of consultation and overall productive success. They also indicate that Malaysian ESL subjects, who have higher vocabulary scores, are slower in their reading and less successful in their interpretation of entries than Portuguese EFL subjects. Finally, the findings suggest that overall productive success is unaffected by the presence or absence of examples. The experimental findings lead to the conclusion that dictionary consultation is a process in which users match pre-existing beliefs about word meaning and behaviour against segments in the dictionary entry. Such segments are often selected because they are familiar-sounding and conceptually accessible, but may contain only incomplete or non-essential information. Where pre-existing beliefs and dictionary information conflict, dictionary information is sometimes overridden. Thus word knowledge acquired from a single consultation is often insufficient to ensure productive success. Although it is probably inevitable that word knowledge will be acquired slowly, through multiple encounters, modifications to the dictionary entry and the training of users might help to avoid serious misinterpretation of dictionary information.
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Wang, Mei. „A critical evaluation of bilingual Chinese/English dictionaries for elementary and intermediate Mandarin learners at Stellenbosch University“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19925.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The number of Chinese-learners in South Africa has increased rapidly in recent years, but the quality of the dictionaries that are available for their use has not improved much. The more students study Chinese, the more it becomes necessary to create suitable dictionaries to facilitate their studies. In the hope of meeting this need, this study selects two written dictionaries commonly used by students at Stellenbosch University in South Africa, namely the Oxford Beginner's Chinese Dictionary and the Concise English-Chinese Chinese-English Dictionary, to analyze, comment on and compare in terms of structure and equivalence. Using the results of this analysis, this study offers suggestions for improving the quality of future Mandarin learner’s dictionaries. This study takes into consideration the situation faced by students when learning Chinese abroad, especially in South Africa, the development of pedagogical lexicography in Chinese-learner’s dictionaries in China and abroad, the relationship between online dictionaries and written dictionaries, and some special characteristics of the Chinese language, all of which factors greatly influence the making of a dictionary. Theoretically and methodically, this study is based on Function Theory as presented by Sven Tarp. According to Function Theory, before writing a dictionary, lexicographers must analyze specific types of users in specific types of situations. This study attempts to follow Tarp’s suggestion by analyzing a small group of dictionary users with the help of a survey conducted by the author in an attempt to get a general idea of how Mandarin learners at Stellenbosch University use dictionaries. The main focus of this study is the frame structure, microstructure, macrostructure and dictionary equivalence in two dictionaries--Concise and Beginner’s. After carefully analyzing these aspects of the dictionaries, the author identifies the sections of these dictionaries which successfully present information in a way that will be most beneficial for their intended audiences. The study goes on to pinpoint less-successful sections of the two dictionaries and provides suggestions for improvement. In sum, this study focuses on using the principle of Function Theory to determine what features should be included in Mandarin learner’s dictionaries to make them more suitable for elementary and intermediate learners of Mandarin at Stellenbosch University, in South Africa, and, by extension, in other parts of the world.
AFRIKAANSE OPSOMMING: Die afgelope paar jaar het die aantal studente van Sjinees in Suid-Afrika aansienlik toegeneem, maar die standaard van beskikbare woordeboeke het nie veel verbeter nie. Hoe meer studente Sjinees bestudeer hoe noodsaakliker is dit om gepaste woordeboeke te ontwikkel om hulle in hulle studie te help. Om aan hierdie behoefte te voldoen, kies hierdie studie twee woordeboeke wat gereeld deur studente aan die Universiteit van Stellenbosch benut word, naamlik die Oxford Beginner’s Chinese Dictionary en die Concise English-Chinese Chinese-English Dictionary, om hulle te ontleed, kommentaar te lewer en hulle met mekaar in terme van struktuur en ekwivalensie te vergelyk. Met behulp van gevolgtrekkings uit hierdie ontleding word voorstelle gemaak oor hoe om die standaard van toekomstige woordeboeke te verbeter. Die studie neem die situasie in ag waarmee studente wat in die buiteland Sjinees studeer, veral in Suid Afrika, te doen kry, die ontwikkeling van pedagogiese leksikografie in woordeboeke in Sjina sowel as die buiteland, die verhouding tussen aanlynwoordeboeke en gedrukte woordeboeke en sekere spesiale eienskappe van die Sjinese taal - alles faktore wat die opstel van woordeboeke beïnvloed. Teoreties en metodologies is hierdie studie op die funksieteorie, soos aangebied deur Sven Tarp, gebaseer. Volgens die funksieteorie moet leksikograwe voor die opstel van 'n woordeboek spesifieke tipes gebruikers in spesifieke situasies analiseer. Hierdie studie poog om Tarp se voorstelle te volg deur 'n klein groep woordeboekgebruikers, met behulp van 'n ondersoek, uitgevoer deur die outeur, te analiseer om sodoende 'n algemene idee te formuleer van hoe Mandarynse studente aan die Universiteit van Stellenbosch woordeboeke benut. Die hooffokus van hierdie studie is die raamwerk, mikrostruktuur, makrostruktuur en ekwivalensie in die twee gekose woordeboeke – Concise en Beginner’s. Nadat hierdie aspekte van die woordeboeke noukeurig ontleed is, identifiseer die outeur die dele wat inligting op die voordeligste manier vir die bestemde gebruiker aanbied. Ook identifiseer hierdie studie die minder suksesvolle dele en stel moontlike verbeteringe voor. Samevattend fokus hierdie studie daarop om die beginsel van die funksieteorie te benut deur vas te stel watter eienskappe in woordeboeke ingesluit moet word om hulle meer geskik te maak vir elementêre en intermediêre Mandarynse studente aan die Universiteit van Stellenbosch in Suid-Afrika, sowel as in ander dele van die wêreld.
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Mahler, Nara Cristina Sanseverino. „As colocações verbais em três dicionários bilíngues e bilemáticos de alemão-português“. Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-03022010-095516/.
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A presente pesquisa pertence à área de conhecimento chamada Lexicografia e trata da inserção de colocações verbais em dicionários bilíngües e bilemáticos de alemão-português. Tendo em vista que a maioria dos livros didáticos de alemão como língua estrangeira não dá um tratamento adequado a elas, é necessário que o aprendiz procure-as nos dicionários, tanto no momento da decodificação, quanto no da codificação de textos. Essa pesquisa levantou certo número de colocações verbais consideradas fundamentais na formação de um vocabulário-base em situações rotineiras de comunicação, verificando em três dicionários se elas ocorrem e como ocorrem, na tentativa de estabelecer até que ponto tais dicionários se constituem numa ajuda efetiva não só na compreensão, como (principalmente) na produção de textos.This research belongs to the area of knowledge called Lexicography and treats of the insertions of verbal collocations in bilingual and bilemmatical German- Portuguese dictionaries. Considering that the majority of the didactic books of German as foreign language does not treat them properly, it is necessary that the learner looks them up in dictionaries at the moment of the decoding as well as when coding texts. For this research we selected a certain number of verbal collocations considered fundamental to the formation of a basic vocabulary for routine communication situations, checking in three dictionaries if they occur and how they occur, in an attempt to establish how these dictionaries represent an effective help not only for comprehension but also for text production.
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Silva, Amanda Carvalho. „“Português para inglês ver” : primórdios do ensino/aprendizagem de português como língua estrangeira“. Universidade Federal de Sergipe, 2012. https://ri.ufs.br/handle/riufs/5827.
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The present Dissertation aims at identifying and describing the historical conditions which enabled the origin and development of the teaching/learning of Portuguese as a foreign language. To do so, we analyzed two works of Antonio Vieyra Transtagano (1712-1797): A New Grammar of the Portuguese Language in four Parts (1768) and A Dictionary of the Portuguese and English Languages in two Parts (1773), by looking into their repercussions in the teaching/learning of Portuguese as a foreign language. Though there had been two previous similar publications by different authors, A Compleat Account (1701) and Grammatica Lusitano-Anglica ou Portugueza, e Inglesa (1731), by the time Transtagano‟s works were published, neither had the longevity and served as reference for the writing of Portuguese grammars and dictionaries as those of Transtagano‟s. The period between the 17th and the 18th centuries marked the commercial expansion by means of mercantilism, which stimulated the competition among European nations for a greater number of profitable markets. That was also the time when the national languages achieved their consolidation, making for the transformation of ideology inside the manuals of language teaching as the objectives and demands of society changed. Thus, the Portuguese language, besides being seen as a tool for proselytizing purposes, it acquired a mediating statute in the trading intercourse. Based on this context, we tried to look into the above mentioned grammar and dictionary the linguistic elements which could meet the needs of that moment as regards the teaching/learning of foreign languages.Este trabalho pretende identificar e descrever as condições históricas que permitiram a origem e o desenvolvimento do ensino/aprendizagem do português como língua estrangeira. Para tanto, analisa duas das de Antonio Vieyra Transtagano (1712-1797): a New Grammar of the Portuguese Language in four Parts (1768) e seu A Dictionary of the Portuguese and English Languages in two Parts (1773), observando suas repercussões no ensino/aprendizagem do português como língua estrangeira. Embora já se tivesse notícia de obras produzidas, como o A Compleat Account (1701) e a Grammatica Lusitano-Anglica ou Portugueza, e Inglesa (1731), com o mesmo intuito quando os trabalhos de Transtagano foram publicados, as deste autor tanto foram longevas quanto serviram de referência para a confecção de gramáticas do português como língua estrangeira por autores não portugueses. O período entre os séculos XVII e XVIII marcou a expansão comercial através do mercantilismo, estimulando a competição entre os países pelo maior número de mercados. Foi também o momento em que os vernáculos atingiram sua consolidação, repercutindo na transformação da ideologia dentro dos manuais de ensino de língua à medida que os objetivos e exigências da sociedade se modificaram. Dessa forma, a língua portuguesa, além de ser vista como um instrumento para os fins catequéticos, adquiriu o estatuto de mediador nos intercâmbios comerciais. Com base nesse contexto, buscamos investigar na gramática e no dicionário supramencionados os elementos linguísticos que pudessem atender às necessidades daquele momento em relação ao ensino/aprendizagem de línguas estrangeiras.
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Chittaladakorn, Khemlada. „Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.
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The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.
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Mwelwa, Joseph Mulenga. „The didactics of an English-Bemba anthology of oral traditional narratives in the Zambian Grade Ten literature class“. Thesis, 2016. http://hdl.handle.net/10500/20201.
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Within the multilingual context of Zambia, Grade Ten Literature in English language pedagogy could incorporate the learners’ language and culture to help enrich participation and facilitate understanding of concepts among the learners who are in the foundational year of the literature course. However, current Literature in English language pedagogy is characterized by a monolingual practice with English dominating the literature learning/teaching classroom space – thus rendering the learners’ local linguistic and cultural knowledge impotent. To remedy the situation, the study investigated a dominant local language – Bemba – for a linguistic genre suitable for use in Literature in English language pedagogy. Archival retrieval and live recording of Bemba oral traditional narratives produced the initial research data. Transcription and translation techniques created an anthology from which a bilingual resource (BR) was derived. The BR was then trialled among Grade Ten Literature in English language learners in schools in the Copperbelt province of Zambia. Focus group discussions by participants generated evaluative data whose analysis using qualitative techniques indicate that learners responded positively to the bilingual materials and approach. Teachers were equally enthusiastic, describing the bilingual approach to Literature in English language pedagogy as unique, innovative and liberating. A Linguistic Synergy theory was thus developed to account for teachers’ and learners’ experiences in a bilingual Literature in English classroom.English Studies
D. Litt. et Phil. (English)
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Veloso, André Jorge Barbosa Serra da Silva. „O Dicionário na aprendizagem de Línguas Estrangeiras: uma reflexão acerca do seu papel no processo de aprendizagem de Português Língua Estrangeira por sinofalantes“. Master's thesis, 2016. http://hdl.handle.net/1822/44341.
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Dissertação de mestrado em Estudos Interculturais Português/Chinês: Tradução, Formação e Comunicação EmpresarialOs estudantes de línguas, ao longo do seu percurso no ensino superior, utilizam uma grande variedade de recursos e ferramentas para os auxiliarem nos seus estudos, incluindo o mais diverso tipo de materiais didáticos, que variam em função do nível de proficiência linguística dos seus utilizadores. Dentre os recursos disponíveis, a grande maioria dos estudantes não dispensa o dicionário, seja este em formato digital ou em papel, podendo o seu conteúdo variar também de acordo com as necessidades do aprendente. Apesar do seu papel central no processo de aprendizagem de línguas estrangeiras, as pesquisas em torno do dicionário são relativamente pouco desenvolvidas, e a falta de informação sobre este tema levou ao surgimento de vários mitos e teorias contraditórias sobre as consequências da sua utilização no processo de ensino-aprendizagem. Neste trabalho reflete-se sobre as potencialidades da utilização do dicionário em contexto de aprendizagem, mais especificamente no estudo de PLE por sinofalantes, apresentando e discutindo criticamente algumas das teorias sobre a utilização do dicionário, assim como oferecendo sugestões sobre como este pode ser incorporado na sala de aula no sentido de contribuir para o desenvolvimento da proficiência linguística e cultural dos alunos.
Language students, throughout their path in higher education, make use of a plethora of tools and resources to aid them in their studies, including several types of schoolbooks that vary according to the proficiency level of their users. Although there are many resources available, most of them opt to carry a dictionary, be it in a digital or paper format, whose contents also vary according to the needs of the learner. Despite its central role in the process of learning a foreign language, research regarding dictionary usage is still a relatively underdeveloped field and the lack of information regarding this subject has led to the creation of several myths and contradictory theories about the consequences of its use in the learning process. This dissertation aims to reflect upon the several possibilities regarding dictionary usage in a learning context, more specifically, in the context of Chinese speakers learning Portuguese as a Foreign Language, by presenting and critically discussing some theories about dictionary usage, as well as offering some suggestions about how it can be incorporated in the classroom in such a way that it can contribute to the development of both the linguistic and cultural proficiency of the students.
学习语言的学生在他们的高端教育的过程中，使用多样的资料以及工具书来帮助他 们学习。这些资料包括各种各样的教学资料。因为每个人的语言水平是不一样的，所以他 们使用的资料也是各不相同的。尽管现在有许多可选的资料，然而大部分的学生都不能缺 少词典。无论它是电子的还是纸质的，它的内容是随着学生的学习要求而变换的。虽然词 典在学习外国语的过程中起主要作用，但是关于使用词典的研究还是一个相对不太成熟的 领域。因为关于这个话题的信息很少，所以引起了一些关于在学习过程中使用词典的谣言， 而且这些谣言是相互矛盾的。 这篇论文论述的是在学习外国语的过程中词典使用的影响力，具体地说，是汉语母 语者学习葡萄牙语的情况。为此，这篇论文会批判地讨论以及提出一些关于使用词典的理 论，而且也会提供一些建议，为了在课堂中适当地使用词典并且培养学生们的语言和文化 知识。
Bücher zum Thema "Dictionaries-foreign language"
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Cowie, A. P. English dictionaries for foreign learners: A history. New York: Oxford University Press, 2002.
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English dictionaries for foreign learners: A history. Oxford: Clarendon Press, 1999.
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Gerhard, Hoffmeister, Hrsg. Traveler's language guides. Hauppauge, NY: Barrons Educational Series, Inc., 2005.
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Rocchi, Luciano. Hungarian loanwords in the Slovak language. Trieste: Scuola superiore di lingue moderne per interpreti e traduttori, 1999.
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Culhane, Terry. Russian language and people. London: BBC Books, 1995.
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J, Vance Timothy, Vance Timothy J, Yoshida Masatoshi 1913- und Nakamura Yoshikatsu 1921-, Hrsg. Kodansha's concise romanized Japanese-English dictionary. Tōkyō: Kōdansha Intānashonaru, 2001.
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Jane, Wightwick, Hrsg. Arabic: English-Arabic, Arabic-English. New York: Hippocrene Books, 2004.
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Sabater, M. S. Catalan-English, English-Catalan dictionary. New York: Hippocrene Books, 1993.
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Nesi, Hilary. The use and abuse of EFL dictionaries: How learners of English as a foreign language read and interpret dictionary entries. Tübingen: M. Niemeyer, 2000.
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O'Loughlin, Judith B. Academic language accelerator. New York, N.Y: Oxford University Press, 2010.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Dictionaries-foreign language"
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Wang, Weili. „Research of Speech Act Verb Interpretations About Dictionaries of Learning Chinese as a Foreign Language from the Perspective of Frame Semantics“. In Lecture Notes in Computer Science, 84–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38189-9_8.
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Siepmann, Dirk. „Phraseology in learners' dictionaries: What, where and how?“ In Phraseology in Foreign Language Learning and Teaching, 185–202. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.15sie.
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Kim, D. Brian. „Foreign Interests“. In The Whole World in a Book, 17–33. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190913199.003.0002.
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Foreign language dictionaries were produced with increasing frequency during the nineteenth century due to heightened contact between peoples separated by greater distances (physical, linguistic, and cultural). This chapter examines the history of such dictionaries in Russia and Japan, two national contexts characterized at this early stage of globalization by ongoing processes of modernization and changing terms of engagement with the foreign. Literary language in both Russia and Japan was transforming, influenced by translation from foreign languages and broader popular interest in peoples from afar. For their compilers, foreign language dictionaries afforded opportunities not only to explore and explain the correspondences between words among different languages, but also, in some cases, to contemplate the relationship between the status of their own language and others. In assessing various dictionary projects, some driven by interest in the foreign and others by the interests of foreign parties, in both Russia and Japan, Kim argues that there was a rich interplay between the production of foreign language dictionaries and the ground-breaking efforts to produce the first explanatory dictionaries of the native language.
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Onesti, Cristina, und Carla Marello. „Trovare le parole I risultati di un sondaggio online tra studenti delle scuole secondarie italiane“. In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/018.
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This paper is a brief analysis of the data collected from a survey in 2017 involving 1,500 students, aged between 14-18 years. Our purpose was to discover whether they acted differently when dealing with writing or reading texts in their mother language or in foreign language and if they used dictionaries in order to find a word they needed. Analysing concrete extra-lexicographical situations, the survey showed that teenagers still used printed dictionaries for some school work and – as predictable – Google Search for informal interactions. However, they do not know free online dictionaries and do not take advantage of Google advanced research options.
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„Wörterbücher der Fremdsprachendidaktik: Englisch Dictionaries for Foreign Language Teaching: English Les dictionnaires pour l'enseignement de la langue étrangàre: anglais“. In Wörterbücher / Dictionaries / Dictionnaires, Part 2, herausgegeben von Franz Josef Hausmann, Oskar Reichmann, Herbert Ernst Wiegand und Ladislav Zgusta. Berlin • New York: Walter de Gruyter, 1990. http://dx.doi.org/10.1515/9783110124200.2.13.1379.
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„Les dictionnaires pour l'enseignement de la langue étrangàre: français Wörterbücher der Fremdsprachendidaktik: Französisch Dictionaries for Foreign Language Teaching: French“. In Wörterbücher / Dictionaries / Dictionnaires, Part 2, herausgegeben von Franz Josef Hausmann, Oskar Reichmann, Herbert Ernst Wiegand und Ladislav Zgusta. Berlin • New York: Walter de Gruyter, 1990. http://dx.doi.org/10.1515/9783110124200.2.13.1386.
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Baer, Magdalena. „Verbo-nominalne kolokacije kao periferni pojam u hrvatskim rječnicima“. In Periferno u hrvatskom jeziku, kulturi i društvu / Peryferie w języku chorwackim, kulturze i społeczeństwie, 287–95. University of Silesia Press, 2021. http://dx.doi.org/10.31261/pn.4038.16.
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The aim of the paper is to indicate the status of the peripheral representation of verb-nominal collocations in Croatian monolingual dictionaries. After the analysis, it is evident that dictionaries and language portals do not record collocations as separate lexicographic units. Collocations appear only in the entries of individual lexemes that form a particular collocation, which is also not consistent, as there is no systematically implemented rule as to whether collocation should be listed next to the collocator or collocate. The absence of certain rules for recording collocations is a problem for people learning Croatian as a foreign language and for translators who need to quickly find the meaning of the required language problem. The problem of recording collocations can be solved by publishing a collocation dictionary of the Croatian language in digital or printed form.
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Adorján, Mária. „Introducing corpus linguistic tools to EFL undergraduates and trainee teachers“. In Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design, 45–51. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.42.1086.
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Many language teachers use Information and Communications Technology (ICT) in their classrooms to create tasks, quizzes, or polls with general online learning platforms. Few teachers have experience, however, of incorporating online corpus tools in their teaching or assessment practices. This paper will explore how autonomous learning can be fostered by gradually introducing freely available lexical databases, online collocation dictionaries, pronunciation guides, concordancers, N-gram extractors, and other text analysis tools for vocabulary building, skills practice, or self-checking. Tasks used with English as a Foreign Language (EFL) undergraduates and teacher trainees on a Master’s Teaching English as a Foreign Language (MA TEFL) course will be presented. I will also explain why having some familiarity with linguistics research can enable teachers to use these applications more meaningfully.
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Ilic, Peter. „Sentiment analysis of students’ attitudes toward mobile learning activities“. In CALL for widening participation: short papers from EUROCALL 2020, 114–19. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1174.
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In this research, students’ sentiments and emotions embedded in their learning journals are analyzed to understand their attitudes to mobile-based lessons as they progress during an English as a Foreign Language (EFL) course. Sentiment Analysis (SA) was utilized to extract emotions and sentiment throughout students’ learning experience, as expressed in their weekly online learner journals. The sentiment scores were generated from four sentiment dictionaries with different scales. The findings suggest that overall, the students had a positive sentiment and emotions toward mobile learning, consisting of anticipation, trust, joy, and surprise. The strongest negative emotion was fear, which may be explained by anxiety surrounding communication in a foreign language.
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Rennie, Susan. „The First Scottish ‘National’ Dictionary“. In The Whole World in a Book, 110–30. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190913199.003.0007.
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Rennie details John Jamieson’s compilation of the Etymological Dictionary of the Scottish Language from Jamieson’s initial interest in antiquarian research through the publication and mass popularity of the Etymological Dictionary, which became both a repository of cultural history and a national icon. Intrigued by similarities between Scots and Nordic languages, Jamieson examined existing foreign language dictionaries, early Scots texts, and spoken Scots to trace the origins and earliest occurrences of headwords and to codify the Scots language using the methods of historical lexicography. Sir Walter Scott described Jamieson’s dictionary compilation as ‘an important national task’, at a time when the status of Scots as a dialect of English or a distinct language was much debated, and the dictionary continued to be a work of cultural and national significance throughout the nineteenth century.
Konferenzberichte zum Thema "Dictionaries-foreign language"
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Volkova, Ksenia Yu, und Victor V. Zverevich. „Digital library vs electronic library (Digital vs Electronic)“. In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-22-27.
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The etymology of the terms «digital» and «electronic» and their interpretation in world-known English language dictionaries and professional terminological dictionaries as applied to the library and information sector are analyzed; relevant conclusions by prominent Russian and foreign scholars are cited. The analysis findings on how the adjectives «digital» and «electronic» are used to characterize the libraries in the national professional publications of the recent years are presented. The conclusion is made that both adjectives may be used as synonyms for solving periodical and practical problems of library and information activities.
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Polyakova, T. Y., und I. A. Tishkova. „Bilingual terminology dictionaries as an effective means of developing professional foreign language communicative competence“. In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644623.
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Popova, Evgenia. „LEARNERS' DICTIONARIES AS A MEANS OF TEACHING PRIMARY SCHOOLERS TO READ IN A FOREIGN LANGUAGE“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1858.
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Udina, Natalia. „USING LSP DICTIONARIES IN TEACHING FOREIGN LANGUAGES: COLLABORATIVE APPROACH“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1276.
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