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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.
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Veisbergs, Andrejs. „TRANSLATORS’ TOOLS: LATVIAN AND LITHUANIAN BILINGUAL LEXICOGRAPHICAL TRADITION COMPARED“. Vertimo studijos 3, Nr. 3 (06.04.2017): 131. http://dx.doi.org/10.15388/vertstud.2010.3.10595.
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Translation needs tools, the oldest and most widespread of which are (bilingual) dictionaries. In the absence of the necessary language pair dictionary, translators seek advice in foreign language dictionaries. Translators have frequently been the authors of dictionaries themselves. Latvian and Lithuanian nations and languages, though kindred, have had a rather different history. Both historically and politically, developments in Latvian have been more parallel to Estonian than Lithuanian as both fell under German and Lutheran influence while Lithuanian had a Polish-bound Catholic history. Yet the development of their writing, translation and lexicography has followed a remarkably similar process and testifies to the common space of knowledge (Wissensraum). As with their lexicography, their bilingual dictionaries grew out of a connection between translation and religion. Both countries underwent a national awakening/awareness in the 19th century that led to a greater variety of translations and dictionaries. Notably, monolingual Latvian and Lithuanian dictionaries appeared only in the 20th century, testifying to the importance of bilingual lexicography in ensuring language contact. Bilingual dictionaries have dominated the lexicography scene of Latvia and Lithuania from the start until the present day. The twentieth century, with its expanding translation needs, produced an even greater variety of translations and bilingual dictionaries in both countries.
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Laiveniece, DiÄna, und Linda Lauze. „TRANSLATION AND DICTIONARIES IN FOREIGN LANGUAGE ACQUISITION: THE CASE OF THE LATVIAN LANGUAGE“. CBU International Conference Proceedings 5 (23.09.2017): 686–92. http://dx.doi.org/10.12955/cbup.v5.1008.
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In modern linguodidactics, there is no uniform understanding of the necessity of translation in the acquisition of a foreign language. The aim of the research is to find out the language attitudes held by full-time and Erasmus exchange program foreign students towards translation in acquiring Latvian as a foreign language on language proficiency level A1 and A2.The research is based on a qualitative study dealing with the results of survey data as well as direct observations inferred from the work with foreign students. The questionnaire consists of 11 questions on translation and usage of dictionaries and a question about personal information. The answers of 35 respondents from 12 countries have been analyzed. 91.43 % of the respondents enjoy translation tasks, only 8.57 % of answers are negative. The highest evaluation was given for word translation, that is, 4.23 for translation from a foreign language (Latvian) into English (being the intermediary language) and 4.15 the other way round in a five point scale. Diverse linguistic experience, differences among language systems, students’ language attitudes establish the purposeful use of translation in foreign language acquisition.
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Marello, Carla. „New Words and New Forms of Linguistic Purism in the 21st Century: The Italian Debate“. International Journal of Lexicography 33, Nr. 2 (25.01.2020): 168–86. http://dx.doi.org/10.1093/ijl/ecz034.
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Abstract Unlike communities of speakers of other Romance languages such as French and Spanish, it has often been noticed that many Italian speakers are not particularly concerned by the inflow of foreign (mainly English) words. One reason for this, according to some scholars, is that standard Italian does not stir up linguistic identity for many native users, while English enjoys great prestige as the international language. In this paper, positions on neologisms of foreign origin are illustrated, using recently updated monolingual Italian dictionaries and also comments on neologisms collected from blogs and websites. Although they have a different status and degree of representativeness, the latter respond faster than dictionaries to doubts concerning the use of loans in Italian texts.
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Cowie, A. P. „Pedagogical Descriptions of Language: Lexis“. Annual Review of Applied Linguistics 10 (März 1989): 196–209. http://dx.doi.org/10.1017/s0267190500001306.
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Any account of the lexcial description of English with reference to second language teaching over the past decade is essentially a review of developments in pedagogical lexicography over the same period. It is not simply that English monolingual dictionaries designed for foreign learners have increased astonishingly in number, variety, and authority throughout this time (McArthur 1989, Zgusta 1989); it is also the case that much recently published lexical analysis with an applied linguistic focus has either had the partial aim of improving existing dictionaries (Herbst 1984, Bolinger 1985) or been a preliminary to the compilation of new ones (Cowie 1981, Sinclair 1985).
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Taj Abbasi, Wajahat, Mudassar Mahmood Ahmad und Faiza Abdalla Elhussien Mohammed. „Learners’ Perceptions of Monolingual Dictionaries in Learning English as a Foreign Language“. International Journal of Education and Literacy Studies 7, Nr. 3 (31.07.2019): 10. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.10.
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Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administered in two governmental secondary schools of Zulfi, Saudi Arabia. It was sent to 99 students but a number 92 students responded. Internal reliability of the questionnaire was.81. Descriptive statistical methods were used for analyzing the quantitative data. Additional interviews with 9 teachers were also conducted to support the findings of the questionnaire. Collective thematic analysis of all interviews was conducted to analyze the qualitative data. The results showed that students have positive views about the use of dictionaries for learning EFL; they prefer to use monolingual dictionaries, but they cannot truly use them because bilingual dictionaries are easier and more helpful for them in translation as well as their process of learning English language due to their low proficiency levels. The paper puts forth some recommendations and suggestions that will be helpful for using monolingual dictionaries. It concludes by focussing on the problems in handling monolingual dictionaries.
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Vakaliuk, Tetiana, Oksana Chernysh und Vitalii Levkivskyi Vitalii. „FOREIGN EXPERIENCE OF ELECTRONIC DICTIONARIES DESIGN“. Collection of Scientific Papers of Uman State Pedagogical University, Nr. 2 (24.06.2021): 74–83. http://dx.doi.org/10.31499/2307-4906.2.2021.236696.
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Digital transformation of the society makes digital technologies introduction greatly significant. An electronic dictionary is a type of digital resources that can be used not only as a dictionary but also as an encyclopedia and as an explanatory dictionary. Therefore, such a dictionary is highly efficient for educational as well as scientific research purposes. It greatly contributes to students-philologists language competence development. Moreover, it facilitates the development of students-programmers professional and research competencies. Electronic dictionaries use for educational purposes has been significantly investigated by many outstanding scholars. However, high-quality electronic dictionaries design requires a thorough study and analysis. Therefore, the aim of the article is to consider the foreign experience in electronic multilingual dictionaries design, which will contribute to a quality electronic dictionary compilation. The research highlights numerous approaches to creating electronic dictionaries model and design. Unquestionably, there is no single approach to electronic and explanatory dictionaries design. Nonetheless, there are several approaches proposed by the leading authorities. The article highlights the basics of electronic dictionary development, various dictionaries models (the model of systematic educational design, electronic dictionary functional modules, the system of Chinese dictionary design, the educational model structural scheme for word identification, the structural scheme for label learning system, the configuration for electronic dictionary automatic design, functional dictionary model, relationships model for English-Spanish explanatory dictionary). It presents the algorithms for their creation, outlines their functional features and analyzes existing electronic dictionaries. The prospects for further research lie in the analysis of explanatory dictionary characteristic features and the development of the algorithm for its design.
Keywords: dictionary, electronic dictionary, electronic explanatory dictionary, multilingual dictionary, design, development, model development, foreign experience.
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Kaalep, H. J., und J. Mikk. „Creating Specialised Dictionaries for Foreign Language Learners: A Case Study“. International Journal of Lexicography 21, Nr. 4 (29.05.2008): 369–94. http://dx.doi.org/10.1093/ijl/ecn017.
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Iniutina, Liudmila Alexandrovna, und Tatiana Sergeevna Shilnikova. „Teaching russian as a foreign language in the modern educational paradigm: training dictionaries“. SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.
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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.
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Grabowska, Monika. „Les dictionnaires dans l’apprentissage du fle en pologne : état des lieux“. Romanica Wratislaviensia 63 (11.10.2016): 53–67. http://dx.doi.org/10.19195/0557-2665/63.5.
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USE OF DICTIONARIES IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN POLAND: BASELINE STUDY The paper focuses on the use of the dictionaries in the context of French as a foreign language in Poland. We assume, according to the Common European Framework and some other theoretical studies, that a dictionary is not only a learning tool but also a text which implies strategies of use. Consequently we consider that the learners should be provided with full-fledged dictionary skills which would make them able to explore the totality of linguistic and cultural richness of a dictionary. Unfortunately, we can prove that the use of dictionaries particularly the monolingual ones is not frequently integrated as a didactic goal in the French handbooks. Eventually, the analysis of 133 students’ surveys highlights some of the shortcomings and deficiencies in their practice of monoligual dictionaries. Their linguistic biographies emphasize the need of teaching advantages and disadvantages of different kinds of dictionaries and the special features of their micro- and macrostructure.
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Sarnowski, Michał. „A few remarks about dictionaries of foreign words (as a side note to considerations about the status of Russianisms in the contemporary Polish language)“. Oblicza Komunikacji 12 (24.06.2021): 341–50. http://dx.doi.org/10.19195/2083-5345.12.24.
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The article attempts to compare two treatments of Russianisms in nowadays Polish practical lexicography. Many words in this group are registered in Polish dictionaries of foreign words, while at the same time being recorded in defining dictionaries. Therefore it raises a question about the linguistic status of some components of that lexicological category. Discrepancies in dictionary qualifications of Russianisms were used by the author to draw a few critical remarks about practices when forming word lists in dictionaries of foreign words.
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Chan, Alice Y. W. „How can ESL students make the best use of learners' dictionaries?“ English Today 30, Nr. 3 (05.08.2014): 33–37. http://dx.doi.org/10.1017/s0266078414000248.
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To become lifelong learners is the ultimate goal of many if not most learners irrespective of their target of learning, and being able to self-learn is one major prerequisite of this goal. As far as the learning of a second language is concerned, dictionaries are among the most readily available and easily accessible self-learning tools available on the market, and are regarded as the most systematic and comprehensive lexical descriptions that users have access to (Jackson & Amvela, 2000). An increasing number of dictionaries are now available for learners at different levels and for different learning purposes, including general dictionaries, learners' dictionaries, translation dictionaries, pictorial dictionaries, collocation dictionaries, specialized dictionaries and encyclopaedic dictionaries (Jackson & Amvela, 2000). Of these, learners' dictionaries are among the most popular for second or foreign language learners, providing a range of information including word meanings, pronunciations, collocations, correct usage and syntactic behaviour.
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Karpova, Olga. „Modern English Dictionaries. A Foreign User’s View“. Respectus Philologicus, Nr. 36(41) (16.10.2019): 11–18. http://dx.doi.org/10.15388/respectus.2019.36.41.19.
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The article is devoted to the description of new trends in theory and dictionary making process of modern English lexicography. At the same time the paper also covers the main historic steps of formation and development of national English lexicography with special reference to the most reliable English dictionaries for general purposes (early glossaries and concordances, Samuel Johnson’s Dictionary, Oxford English Dictionary, etc.) and special purposes (English writers’ glossaries, concordances, lexicons to the complete and separate works of Chaucer, Shakespeare, and other famous English men of letters). The main accent is made on the digital époque of English national lexicography, describing innovative features of both printed and Internet dictionaries of various types and formats from the point of view of a user studying English as a foreign language. The paper touches upon new branches of English lexicography (collaborative, volunteer) with users’ needs and demands at the centre of dictionary making process.
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Markaryan, Arus. „Self-assessment in Foreign Language Teaching“. Armenian Folia Anglistika 6, Nr. 1-2 (7) (15.10.2010): 118–20. http://dx.doi.org/10.46991/afa/2010.6.1-2.118.
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The method of self-assessment can be effectively applied in foreign language teaching. It ensures the diversity of checking and evaluating by raising interest among students, increasing their responsibility towards their own performance, concentrating attention on the mistakes rather than on the grade. If applied correctly self-assessment provides students with an opportunity to review and revise the material, to correct the mistakes independently with the help of dictionaries and textbooks thereby enhancing the knowledge and adding more information.
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Kasemu, Shermaymayti, Alfiya Sh Yusupova, Elvira N. Denmukhametova und Firdaus G. Khisamitdinova. „Dialect vocabulary that has enriched bilingual dictionaries“. Laplage em Revista 6, Extra-B (24.12.2020): 117–22. http://dx.doi.org/10.24115/s2446-622020206extra-b601p.111-116.
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In the 19th century, broad functional development begins in the field of styles, where there is an even greater stability of linguistic norms, the increase in national characteristics and internal capabilities of the language, as well as the widespread use of various stylistic methods in speech, which they begin to record in dictionaries. The relevance of the study is explained by the interest in the dialectal vocabulary of the Tatar language, as one of the components of the lexical fund of bilingual dictionaries of the 19th century. The purpose of the study is to determine the role of dialect words in the system of Tatar speech of the 19th century, as one of the Turkic languages. In the course of the study, the authors studied the modern works of Russian and foreign authors on linguistics, lexicography; the dialectal material recorded in the Russian-Tatar dictionaries of the 19th century is analyzed; comparisons are made between the dictionary by M. Kashgari and the modern Tatar language.
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Kasemu, Shermaymayti, Alfiya Sh Yusupova, Elvira N. Denmukhametova und Firdaus G. Khisamitdinova. „Dialect vocabulary that has enriched bilingual dictionaries“. Laplage em Revista 6, Extra-B (24.12.2020): 117–22. http://dx.doi.org/10.24115/s2446-622020206extra-b601p.117-122.
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In the 19th century, broad functional development begins in the field of styles, where there is an even greater stability of linguistic norms, the increase in national characteristics and internal capabilities of the language, as well as the widespread use of various stylistic methods in speech, which they begin to record in dictionaries. The relevance of the study is explained by the interest in the dialectal vocabulary of the Tatar language, as one of the components of the lexical fund of bilingual dictionaries of the 19th century. The purpose of the study is to determine the role of dialect words in the system of Tatar speech of the 19th century, as one of the Turkic languages. In the course of the study, the authors studied the modern works of Russian and foreign authors on linguistics, lexicography; the dialectal material recorded in the Russian-Tatar dictionaries of the 19th century is analyzed; comparisons are made between the dictionary by M. Kashgari and the modern Tatar language.
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Nesi, Hilary. „Dictionary use by English language learners“. Language Teaching 47, Nr. 1 (06.12.2013): 38–55. http://dx.doi.org/10.1017/s0261444813000402.
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Research into dictionary use does not have a long history. Although publishers recognised in the 1960s that ‘dictionaries should be designed with a special set of users in mind’ (Householder 1967: 279) there were extremely few empirical user studies before the 1980s – Welker's most recent survey (2010) lists only six. The subsequent surge of interest in this field was fuelled by big changes to dictionary content and design in the 1980s and 1990s, changes that were particularly evident in dictionaries for learners of English as a foreign language, conventionally known as ‘learners’ dictionaries’. In the space of a few years the Oxford advanced learner's dictionary, generally considered to be the earliest advanced learners’ dictionary (first published under a different title in 1942, with subsequent editions in 1948, 1963, 1974 and 1989) was joined by two new competitors: the Longman dictionary of contemporary English (first edition 1978, second edition 1987) and the COBUILD English dictionary (1987). In 1995 all three of these advanced learners’ dictionaries brought out new editions, and a fourth, the Cambridge international dictionary of English, was launched. These dictionaries, sometimes referred to as ‘the big four’ (Bogaards 1996, De Schryver 2012 and others), drew on Eastern European traditions of lexical description, the illustrative practices of American children's dictionaries, and insights from English language teaching pedagogies. Each had its own distinctive layout and defining style, prompting a spate of comparative studies intended to help users make appropriate purchasing choices, and to help publishers improve their design still further, for example by changes to the entry microstructure. A fifth such dictionary, the Macmillan English dictionary for advanced learners, appeared in 2002.
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Duska, Joanna, und Elżbieta Mańczak-Wohlfeld. „Parę uwag dotyczących leksemu subsumpcja i wyrazów pokrewnych“. Język Polski 101, Nr. 1 (Mai 2021): 110–16. http://dx.doi.org/10.31286/jp.101.1.9.
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The aim of this article is to present different views on the forms of the lexeme subsumpcja (‘subsumption’) and some cognate words found in Latin lexicons, the most influential dictionaries of the Polish language, Polish etymological lexicons and dictionaries of foreign words as well as The Oxford English dictionary. It is concluded that the correct form of the word is subsumpcja and it is of Latin origin.
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Zhumanova, А. „FEATURES OF THE PROCESS OF LEARNING FOREIGN LANGUAGE ABBREVIATIONS“. BULLETIN Series of Philological Sciences 75, Nr. 1 (12.04.2021): 51–56. http://dx.doi.org/10.51889/2021-1.1728-7804.08.
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This article examines the issue of the origin of foreign language abbreviations. It allows the reader to understand the methods of using the abbreviation, both in everyday life and in the scientific environment. Enriching the vocabulary with new abbreviations is one of the most important factors in the language. Nowadays, when all languages have borrowed words, the concept of the meaning of abbreviations makes it possible to correctly and clearly reveal the essence of the content of any text. In addition, the main reasons of borrowing are the need to name a new phenomenon; specialization of the concept; relevance for a foreign language word; communicative relevance of the concept denoted by borrowed abbreviations. The emergence of foreign language abbreviations in a language is a continuous process influenced by socio-economic and political changes. Numerous abbreviation dictionaries provide the researcher with not only extensive lexical material, but also with cultural, historical, socio-political.
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HMELJAK SANGAWA, Kristina. „Foreword“. Acta Linguistica Asiatica 2, Nr. 2 (23.10.2012): 5–6. http://dx.doi.org/10.4312/ala.2.2.5-6.
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It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.
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Greidanus, Tine. „Tweetalig Woordenboek En Taalonderwijs Op Tertiair Niveau“. Vertalen in theorie en praktijk 21 (01.01.1985): 72–83. http://dx.doi.org/10.1075/ttwia.21.10gre.
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All lexicographers agree that dictionaries should be designed with a view to a special group of users and their specific needs. The article deals with the question what requirements should be met by a bilingual dictionary made for learners of a language at university level. It reviews first the literature on the subject of the foreign student's use of monolingual and bilingual dictionaries. The general conclusion with regard to the reference skills of students is rather pessimistic. Existing bilingual dictionaries are made for users with a good knowledge of the foreign language, but are not explicit enough for learners. A bilingual learner's dictionary should take account of this. The following aspects are discussed: the macrostructure and the microstructure of such a dictionary, meaning discrimination, and the syntactic information that should be provided. Some concrete examples of dictionary entries illustrating the principles sketched are provided.
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MAEBO, Kanako. „A Survey of Register Labelling in Japanese Dictionaries: Towards the Labelling of Words in Dictionaries for Learners of Japanese“. Acta Linguistica Asiatica 2, Nr. 3 (20.12.2012): 9–26. http://dx.doi.org/10.4312/ala.2.3.9-26.
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Writing by learners of Japanese as a foreign language often contains words that do not fit the style of their context. One possible reason for this is the lack of information on word connotation and usage labels in existing dictionaries. The present study examines the current state of connotational information and register labels in Japanese learner’s dictionaries, Japanese language dictionaries and dictionaries of synonyms, and proposes a possible technique for analysing the words’ descriptions. The study reveals that Japanese learner’s dictionaries and dictionaries for Japanese native speakers use different register labels and assign them from a different perspective. In the case of synonyms, presenting them in their context of use appears to be more useful than only listing them. Finally, the Balanced Corpus of Contemporary Written Japanese (BCCWJ - Gendai Nihongo Kakikotoba Kinkoo Koopasu) is used to show how corpora can be a very important linguistic resource for the analysis of lexical register.
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Cote González, Margarita, und Cristina Tejedor Martínez. „The effect of dictionary training in the teaching of English as a foreign language“. Revista Alicantina de Estudios Ingleses, Nr. 24 (15.11.2011): 31. http://dx.doi.org/10.14198/raei.2011.24.02.
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The process of teaching any subject involves the use of all resources available to achieve efficient/effective result. When dealing with teaching foreign languages, we have noticed that such a traditional and apparently well-known tool as a dictionary is not so well-known nor used efficiently by students. Nevertheless, in our opinion, the dictionary should play an important role in the teaching-learning process. Therefore, we have carried out a research in our classroom in order to check that if students work systematically with the dictionary, they will improve not only their dictionary skills, but also their L2 skills mainly in writing, reading comprehension and vocabulary. The research was done at two different levels during a whole academic year focusing on dictionary training and dictionary activities. Our work showed quite interesting outcomes: (a) students were aware of the usefulness of dictionaries because they learnt that dictionaries helped them; (b) students’ confidence to face activities increased; (c) students improved their language use and knowledge; and (d) they really enjoyed the tasks. As a general conclusion we can state that with better dictionary use students acquire autonomous learning strategies for learning a foreign language.
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Borba, Laura Campos de. „Improving learner's dictionaries: a discussion based on an interdisciplinary approach“. Fórum Linguístico 17, Nr. 3 (20.11.2020): 5146–66. http://dx.doi.org/10.5007/1984-8412.2020.70844.
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Learner's Lexicography has reached a high standard of quality in language description. However, it is still necessary to face an old and, at the same time, always new challenge: increasing the user-friendliness of learner's dictionaries. This work deals with how to improve learner’s dictionaries, focusing on the user profile and the user's needs. To achieve this aim, notions from Psycholinguistics, Contrastive Linguistic, Applied Linguistics, Lexicology and Cognitive Psychology were central for this research. This study covered the delimitation of the user profile and the relevance of their mother tongue and the user's learning needs in relation to their proficiency level in the foreign language. At last, I carry out a brief analysis of entries in learner's dictionaries to discuss how straightforward and user-friendly the information provided is. This work allows the conclusion that an interdisciplinary approach can improve the user-friendliness of learner's dictionaries, particularly EFL and SFL dictionaries.
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Palmarini, Luca. „I toponimi nei dizionari bilingui italiano-polacco, polacco-italiano in un contesto diacronico di apprendimento“. Studia Romanica Posnaniensia 47, Nr. 2 (15.06.2020): 93–110. http://dx.doi.org/10.14746/strop.2020.472.007.
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The purpose of this is to analyze the toponyms present in some Italian-Polish and Polish-Italian bilingual dictionaries. After selecting a “skeleton” of the dictionaries that trace part of the history of the bilingual lexicography in question, we move on to the analysis of the toponyms used in the dictionaries. In a lexicultural context, understood as the transfer of the cultural elements of a given language, we observe the choices made by lexicographers of the different eras and try to understand the reasons, sometimes of a personal nature or dictated by the historical context, or sometimes influenced by the political system in a given country. At the same time, we want to highlight the evolution in the diachronic field that toponyms and their equivalents have had in the dictionaries in question, as well as their value in teaching a particular foreign language.
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Kyrykylytsia, Valentyna. „EFFECTIVE FOREIGN LANGUAGE TRAINING THROUGH EDUCATIONAL TECHNOLOGY WITH THE USE OF DICTIONARIES“. Advanced Education 4, Nr. 8 (27.12.2017): 41–48. http://dx.doi.org/10.20535/2410-8286.97443.
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Xue, Mei. „Presenting Examples in Learners’ Dictionaries to Assist Chinese Learners in Writing English Texts“. HERMES - Journal of Language and Communication in Business 24, Nr. 46 (24.10.2017): 49. http://dx.doi.org/10.7146/hjlcb.v24i46.97367.
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It has been widely acknowledged that exemplification plays a very significant role in foreign language learning. Many studies have been conducted on dictionary examples, but little attention has been paid to how examples can assist a specific group of foreign learners engaged in a specific learning activity. The present study is intended to fill this gap by investigating how to optimize examples in English learners’ dictionaries to help Chinese learners with writing in English. The functional theory of lexicography will be employed in this study. This investigation will be carried out in two stages. The first one consists in identifying the lexicographic needs of foreign learners engaged in the task of English writing and consulting dictionary examples. The second stage is a demonstration of some proposals for exemplification in learners’ dictionaries through model articles. The purpose of this study is to give new insights into exemplification in learners’ dictionaries for future lexicographic research and practice.
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Hazanova, Olga E. „Style of the language systems as reflected in A Dictionary of the English Language by Samuel Johnson (1755) and A Dictionary of the Russian Academy (‘Slovar’ Akademii Rossiyskoy’, 1789–1794)“. Rhema, Nr. 4, 2019 (2019): 86–107. http://dx.doi.org/10.31862/2500-2953-2019-4-86-107.
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The article considers some stylistic aspects of the Russian and English language systems based on A Dictionary of The English Language… by Samuel Johnson, and A Dictionary of The Russian Academy (‘Slovar Academii Rossiyskoy’), 18th c., that laid a foundation of the British and Russian national lexicography. A comparison of major literary sources of the dictionaries and approaches applied in these lexicographic traditions reveals significant differences between the styles of the two language systems, which has an impact on the national mentalities, ways of perception of a mother tongue and а foreign language, as well as methods of teaching the two languages.
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Nielsen, Helle Lykke. „Curating and nudging in virtual CLIL environments“. EuroCALL Review 22, Nr. 1 (20.03.2014): 40. http://dx.doi.org/10.4995/eurocall.2014.3638.
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<span>Foreign language teachers can benefit substantially from the notions of curation and nudging when scaffolding CLIL activities on the internet. This article shows how these principles can be integrated into CLILstore, a free multimedia-rich learning tool with seamless access to online dictionaries, and presents feedback from first and second year university students of Arabic as a second language to inform foreign language teachers about students’ needs and preferences in virtual learning environments.</span>
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Nielsen, Sandro. „Domain-specific Knowledge in Lexicography: How It Helps Lexicographers and Users of Accounting Dictionaries Intended for Communicative Usage Situations“. HERMES - Journal of Language and Communication in Business 26, Nr. 50 (02.11.2017): 51. http://dx.doi.org/10.7146/hjlcb.v26i50.97796.
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Dictionaries are consulted when translating specialized texts in the global marketplace and when such texts are written in a foreign language. However, studies of translation in e.g. accounting indicate that most dictionaries do not provide the help needed in communicative situations, because they do not take into consideration that domain-specific meanings are culture- and structure-dependent. It is proposed that this state of affairs can be improved by studying the relevant types of knowledge required of lexicographers making accounting and other specialized dictionaries: declarative, procedural and schematic knowledge. These knowledge types are relevant when lexicographers select entry words as well as when they select equivalents and translations. Finally, it is proposed that declarative, procedural and schematic knowledge is needed when writing definitions of terms, and that these types of knowledge should also be reflected in the definitions presented to users or in other ways in dictionaries.
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Dąbrowska, Anna. „Teaching Polish as a foreign language within the history of the Polish language“. Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 26 (19.12.2019): 26–48. http://dx.doi.org/10.18778/0860-6587.26.02.
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This article presents a synthesis of the history of Polish as a foreign language, which has previously been omitted in historical and linguistic studies. The author analysed all existing studies published in book form on the history of the Polish language focusing on the indications and discussions of handbooks, dictionaries and grammar compendia of the Polish language intended for foreigners. She stresses that in the Middle Polish age such resources were written not by Poles but foreigners (Germans and the French). In the text, she also includes information on the expansion of the Polish language in the 17th and 18th centuries onto the eastern and northern lands of the Polish-Lithuanian Commonwealth, and outside its borders. The author concludes her article with a general outline of a future monograph devoted to the history of teaching Polish as a foreign language.
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Grami, Shiva, und Mahmood Hashemian. „Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension“. International Journal of Applied Linguistics and English Literature 6, Nr. 5 (06.07.2017): 199. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.199.
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The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups.
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Kuregyan, A. L., und E. A. Pertsevaya. „LEXICAL SKILLS FORMATION OF STUDENTS STUDYING AT THE PROGRAM "TRANSLATOR IN THE SPHERE OF PROFESSIONAL COMMUNICATION" WHEN WORKING WITH ELECTRONIC ONLINE DICTIONARIES IN THE PROCESS OF TRANSLATION PRACTICE“. Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, Nr. 74 (2020): 42–49. http://dx.doi.org/10.37313/2413-9645-2020-22-74-42-49.
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Foreign language competence formation includes several components. One of them is lexical skills formation. This article focuses on the use of online dictionaries in the process of translation practice conducted by second-year students mastering the program "Translator in the field of professional communication" at Samara State Technical University as an effective tool for the formation and development lexical competence. The purpose of this study is to determine the efficiency degree of using various electronic lexicographic systems in the lexical skills formation. In our work, we compared online dictionaries for their optimal use in the perspective of analyzing the results that were presented by the listeners, since the use of traditional media is questioned. The article also provides the criteria with the help of which a detailed analysis of online dictionaries was carried out. The data obtained can suggest the teachers all the possible lexical problems of study that will allow them to work out these points more carefully when teaching students. The English language teaching process becomes more adapted and customized, taking into account specific tasks that are important to solve when mastering any foreign language. Moreover, it is possible to create a dictionary created either by the students themselves or the teacher that introduces variants of lexical units that cause difficulties in learning.
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Yakhina, Ruzilya Raifovna, und Elena Vladimirovna Afonina. „Functionality of foreign-language inclusions in Russian-language texts (on the material of modern media)“. Litera, Nr. 5 (Mai 2021): 33–39. http://dx.doi.org/10.25136/2409-8698.2021.5.35567.
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The subject of this research is the approaches towards studying inclusions as a part of foreign-language technical terminology. This article is dedicated to examination of the problem of functionality of foreign language inclusions of English origin at the current stage of development of the Russian language. The texts from scientific and technical journals, automotive and aviation journals, and other periodicals served as the material for this research. The author considers the questions associated with graphical and functional adaptation of foreign-language terminological lexicon. Based on the available in linguistics classifications, the groups of foreign-language technical inclusions are determined according to the graphic arrangement in the texts and degree of assimilation. The acquired results can be used in compiling terminological dictionaries and teaching general linguistics. The novelty of this work consists in systematization, generalization, and analysis of the ways of functionality of technical foreign-language inclusions in modern Russian language and industry periodicals, namely on the example of aviation and automotive terminology. The conclusion is made that foreign-language technical terminology preserves the semantics of foreign-language inclusions in the recipient language, as well as heterogeneity of their arrangement. The increase of foreign-language inclusions in the scientific and technical literature is substantiated by the requirements specified for the terms: linguistic economy, systematicity. The frequency of functionality of foreign-language inclusions in the scientific and technical literature emphasizes the relevance of the selected topic.
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Łaszkiewicz, Monika. „Co za jedni ci Szwedziska? – stereotypowe widzenie Szweda w polszczyźnie potocznej i w polskiej kulturze ludowej“. Adeptus, Nr. 2 (15.12.2013): 18–30. http://dx.doi.org/10.11649/a.2013.009.
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Who are those Swedes? The stereotype vision of the Swedes in the Polish language and folk culture The aim of the article is a rationalization of the Swedes in the day to day Polish language and folk culture, including the historical and cultural background. The sources from which the material was taken are: dictionaries of the Polish language, dialect dictionaries and mixed folk genres, etc. From the collected material it can be concluded that the Swedes are seen, from one point of view, as Godless invaders from a cold, northern country that had devastated Poland. This way of describing the Swedes is comparable to the characterisation of other foreign invaders, such as Tatars and Turks.
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Рунова, Н., und N. Runova. „Terminological Inconsistencies in Foreign And Russian Language Teaching Methodologies And Translation Problems“. Scientific Research and Development. Modern Communication Studies 7, Nr. 5 (25.09.2018): 60–64. http://dx.doi.org/10.12737/article_5b9fa182e5a125.04837073.
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The paper discusses inconsistencies in the terminological systems of Russian and foreign language teaching methodologies and justifies the need to enlarge and update current bilingual dictionaries and manuals of methodological terms. It provides a comparative analysis of the terminological systems in English and Russian by examining the semantic content of basic methodology terms. The paper analyzes new English terms, suggests their translation equivalents and outlines the most productive translation methods.
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Knežević, Ljiljana, Sabina Halupka-Rešetar, Ivana Miškeljin und Mira Milić. „Millennials as Dictionary Users: A Study of Dictionary Use Habits of Serbian EFL Students“. SAGE Open 11, Nr. 2 (April 2021): 215824402110084. http://dx.doi.org/10.1177/21582440211008422.
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The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.
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RENAU, Irene, und Araceli ALONSO CAMPO. „Systematising corpus-based definitions in second language lexicography“. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 32, Nr. 4 (Dezember 2016): 953–79. http://dx.doi.org/10.1590/0102-44500700542375362.
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ABSTRACT This study explores the application of a semantic analysis methodology to the creation of definitions of learners' dictionaries. Defining words is a delicate art, traditionally left to the general writing skills of the lexicographer, introspection, or even intuition. In the past decades, many efforts have been directed towards systematising the technique, particularly in the pedagogical dictionaries momentum. In this paper, we try to demonstrate that there is still room for improvement, and that a systematic corpus analysis can be applied to build better explanations for the meaning of words. We explain the theoretical background chosen for our study, the associated methodology and five specific strategies which can guide the lexicographer through his/her task. In order to give a concrete example, we show our work with a Spanish dictionary project for foreign learners which is currently under development and has a core of very frequent Spanish verbs already available on the Internet.
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Омарова С. К. „FOREIGN LANGUAGE MOBILE LEARNING DESIGN“. HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, Nr. 2(109) (27.07.2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.
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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.
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Arnos Kwary, Deny. „Towards a Typology of Definitions for LSP Dictionaries“. Journal of English Studies 9 (29.05.2011): 55. http://dx.doi.org/10.18172/jes.159.
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Definitions are the pivotal parts of dictionaries. Every lexicographer always strives to write definitions which are not only accurate but also comprehensible to dictionary users. Nevertheless, as shown in this paper, the definitions used in the current LSP dictionaries have not been able to suit the needs of their users. Therefore, it is necessary to create a typology of definitions for LSP dictionaries which can be referred to by lexicographers when writing definitions. The typology is created by implementing the lexicographical function theory which focuses on satisfying user needs. The typology takes into account both text production and text reception functions, as well as encyclopaedic and foreign language competences of the users. The proposed typology is expected to serve as a model which can be referred to by lexicographers when deciding on how to write definitions for LSP dictionaries in general, and ESP dictionaries in particular.
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van Kooten, Gijsbert. „Het Tweetalig Vertaalwoordenboek; Plaats, Gebruik En Implicaties Voor Het Maken Ervan“. Vertalen in theorie en praktijk 21 (01.01.1985): 105–10. http://dx.doi.org/10.1075/ttwia.21.13koo.
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A translation dictionary has a linking function between the explanatory dictionaries of one's native language (L1) and those of a foreign language (L2). Dutch dictionaries fail to take account of the needs of those who learn Dutch as L2. The receptive and productive needs of an L2-learner vary with the level attained in L2. An alternative to the traditional two-column dictionary is outlined. In an English-Dutch translation dictionary, for instance, column 1 could contain the text of a dictionary like Hornby's ALD, column 2 and Ll-translation of all the definitions, and column 3 the Ll-equivalent of the lexical items.