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Journal articles on the topic 'English language, dictionaries, amharic'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Teferra, Anbessa. "Girma Y. Getahun: Advanced Amharic Lexicon: a Supplement to Concise Amharic–English Dictionaries." Aethiopica 10 (June 22, 2012): 246–48. http://dx.doi.org/10.15460/aethiopica.10.1.213.

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2

Leyew, Zelealem. "Code‐Switching: Amharic‐English." Journal of African Cultural Studies 11, no. 2 (December 1998): 197–216. http://dx.doi.org/10.1080/13696819808717834.

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3

Gashaw, Anegagregn. "Rhythm in Ethiopian English: Implications for the Teaching of English Prosody." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 13. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.13.

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In order to verify that English speeches produced by Ethiopian speakers fall under syllable-timed or stress-timed rhythm, the study tried to examine the nature of stress and rhythm in the pronunciation of Ethiopian speakers of English by focusing on one language group speaking Amharic as a native language. Using acoustic analysis of the speeches recorded from four Amharic speaking learners and two Canadian native speakers of English, comparison was made between pitch contours and length of speeches between speech samples of Amharic speakers with native speakers who are used in this study as a point of reference. The result of acoustic analysis showed that Amharic native samples displayed actual peaks on almost all words, taking longer time of articulation. It can be said that acoustic measures the study used for prosodic assessment of Ethiopian English exemplified the most occurring production tendencies of pronunciation that learners should give attention to. English pronunciation teaching to Ethiopians should involve the practice of stressing, un-stressing and rhythm to help learners improve their pronunciation from the influence of the syllable-timed rhythm of their mother tongue.

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4

Nakao, Keisuke. "English-Japanese Learners' Dictionaries." International Journal of Lexicography 2, no. 4 (1989): 295–314. http://dx.doi.org/10.1093/ijl/2.4.295.

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5

Bradley, Philip. "English-language dictionaries, past and present." Indexer: The International Journal of Indexing: Volume 15, Issue 2 15, no. 2 (October 1, 1986): 99–107. http://dx.doi.org/10.3828/indexer.1986.15.2.12.

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6

Lubensky, Sophia, O. P. Benyuch, and G. V. Chernov. "Russian-English English-Russian: Hippocrene Practical Dictionaries." Modern Language Journal 72, no. 1 (1988): 101. http://dx.doi.org/10.2307/327607.

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Nesi, Hilary. "Dictionary use by English language learners." Language Teaching 47, no. 1 (December 6, 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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Kaye, Alan S., Marcel Lemmens, and Herman Wekker. "Grammar in English Learners' Dictionaries." Language 64, no. 2 (June 1988): 441. http://dx.doi.org/10.2307/415467.

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9

Lew, Robert. "Dictionaries for learners of English." Language Teaching 49, no. 2 (March 18, 2016): 291–94. http://dx.doi.org/10.1017/s026144481500049x.

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The Department of Lexicography and Lexicology at Adam Mickiewicz University in Poznań has done extensive research on dictionary use in the context of language teaching and learning. The department forms part of the Faculty of English, which is the largest institution in continental Europe educating teachers of English at the B.A., M.A., and Ph.D. levels. Therefore, it is only natural that the language-teaching potential of dictionaries is the main focus of the studies undertaken in the Department.

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Gebreyohanns, Mehari, Chiamaka C. Onuigbo, Azhar Ali, Sonja E. Stutzman, and DaiWai M. Olson. "Providing Stroke and Hypertension Education in Amharic for Ethiopian Persons Living in Dallas, Texas, United States." Creative Nursing 26, no. 1 (February 1, 2020): 66–73. http://dx.doi.org/10.1891/1078-4535.26.1.66.

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BackgroundThe purpose of this study was to compare knowledge of a stroke education module provided to bilingual members of the Ethiopian immigrant population in Dallas, Texas, presented in the Amharic language as compared to in English.MethodsA convenience sample of 84 participants were recruited using a snowball technique and randomly assigned to receive education in English or Amharic. The participants completed a pre- and posttest of their knowledge about strokes, a demographic survey, and a satisfaction survey. Data was analyzed using a general linear model and chi-square analysis.ResultsThere were no statistically significant differences between satisfaction scores comparing those educated in Amharic versus English (χ2 = 6.5108, p = .0107). Although mean pretest (10.8) and posttest (16.4) stroke knowledge scores were higher across all groups (p < .001), the mean posttest scores were lower for subjects who watched the Amharic versus the English video (14.9 vs. 18.1, p = .003).ConclusionThis study did not show a statistically significant increase in knowledge about stroke when presented learning materials in subjects' native language compared to in English. The use of video to present stroke and stroke-risk educational content can be used in future research and global health initiatives to increase stroke knowledge in the Amharic-speaking community.

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11

Bogaards, P. "Dictionaries for Learners of English." International Journal of Lexicography 9, no. 4 (December 1, 1996): 277–320. http://dx.doi.org/10.1093/ijl/9.4.277.

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12

Briottet, Roger. "French, English, Amharic: the law in Ethiopia." Journal of Romance Studies 9, no. 2 (January 1, 2009): 1–9. http://dx.doi.org/10.3167/jrs.2009.090201.

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Briottet, Roger. "French, English, Amharic: the law in Ethiopia." Journal of Romance Studies 9, no. 2 (June 2009): 1–9. http://dx.doi.org/10.3828/jrs.9.2.1.

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Walker, C. "The Treatment of Collocation by Learners' Dictionaries, Collocational Dictionaries and Dictionaries of Business English." International Journal of Lexicography 22, no. 3 (June 4, 2009): 281–99. http://dx.doi.org/10.1093/ijl/ecp016.

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15

Hung, Tony T. N. "‘New English’ words in international English dictionaries." English Today 18, no. 4 (October 2002): 29–34. http://dx.doi.org/10.1017/s0266078402004042.

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How such words are–and might be–handledThe author argues that, with the development of English as a world language and the burgeoning of new varieties of English (‘New Englishes’, or NE's), and with the inclusion of more and more NE words in international English dictionaries, there is a need for systematic and principled solutions to the proper phonetic representation of these words, instead of arbitrarily imposing the same transcription conventions on them as for ‘Old’ varieties of English (‘Old Englishes’, or OE's).

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Xu, H. "Exemplification Policy in English Learners' Dictionaries." International Journal of Lexicography 21, no. 4 (May 29, 2008): 395–417. http://dx.doi.org/10.1093/ijl/ecn015.

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17

Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.

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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>

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18

Chukwuogor, Mbanefo. "Examples in Igbo-English Dictionaries." UJAH: Unizik Journal of Arts and Humanities 21, no. 1 (July 31, 2020): 180–98. http://dx.doi.org/10.4314/ujah.v21i1.8.

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A bilingual dictionary example is a verbal or non-verbal phrase or a grammatically complete sentence that includes the lemma and is translated from the source language to the target language or vice versa (Toope 1996). The use of examples in bilingual dictionaries has been an issue of discussion for many lexicographers like Al Kasimi (1977), Zofgen (1991), Jacobsen et al (1991), and Nielsen (2014) among others. This issue includes questions like ‘What is an effective example?’, ‘Should examples be based on authentic material or should they be written (invented) by the lexicographer? This paper reviews metalexicographic literature on examples in bilingual dictionaries while focusing on two Igbo-English dictionaries with a view to finding out if certain considerations were taken into account in the use of examples. Consequently, it is observed that factors such as availability of space, dictionary type as well as idiosyncratic information, amount of information to be given and the need for generalization all influence the use of examples in both dictionaries thereby leading the researcher to conclude that the use of examples in Igbo-English dictionaries does not deviate but aligns with the norms reviewed in the literature. Keywords: Bilingual Dictionary, Metalexicography, Lemma, Examples

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Szpila, Grzegorz. "ANGLICISMS IN CONTEMPORARY UPPER SORBIAN – ENGLISH / ENGLISH – UPPER SORBIAN DICTIONARIES." Studia Linguistica Universitatis Iagellonicae Cracoviensis 132, no. 4 (2015): 283–94. http://dx.doi.org/10.4467/20834624sl.15.025.4432.

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20

Summers, Della. "English Language Teaching dictionaries: past, present, and future." English Today 4, no. 2 (April 1988): 10–16. http://dx.doi.org/10.1017/s0266078400013274.

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21

Taj Abbasi, Wajahat, Mudassar Mahmood Ahmad, and Faiza Abdalla Elhussien Mohammed. "Learners’ Perceptions of Monolingual Dictionaries in Learning English as a Foreign Language." International Journal of Education and Literacy Studies 7, no. 3 (July 31, 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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Stark, Detlef, Henri Béjoint, and Henri Bejoint. "Tradition and Innovation in Modern English Dictionaries." Language 71, no. 3 (September 1995): 636. http://dx.doi.org/10.2307/416244.

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23

Rajagopalan, Kanavillil. "English dictionaries, 800–1700: The topical tradition." WORD 62, no. 4 (October 2016): 288–90. http://dx.doi.org/10.1080/00437956.2016.1248659.

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ZGUSTA, LADISLAV. "Pragmatics, lexicography and dictionaries of English." World Englishes 7, no. 3 (November 1988): 243–53. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00235.x.

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25

Nimani, Valbone Zeqiraj. "The Role of Business Dictionaries." European Journal of Economics and Business Studies 4, no. 1 (April 30, 2016): 218. http://dx.doi.org/10.26417/ejes.v4i1.p218-228.

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English language is an international language or one can freely say that it is an everyday language no matter which country you live in or which country you come from. We can say so, considering the fact that business has become one of the life neccesities and knowing that doing bussines means having to do with different people from all over the world, and the language used in every field is English. Nowadays no studies, no travelling, no business can be run without being able to speak English language. In response to these needs, this article is an attempt to provide a guided approach to ESP dictionaries design for business students at tertiary level.. When designing an English course, the primary issue is the analysis of learners’ specific needs and the appropriate literature that suits those needs. Learners want to learn EOP ( English for Occupational Purpose), EBE (English for Business and Economics), EAP (English for Academic Purposes) etc, all for instrumental reasons. Some learners are preparing for future jobs in which they will use English, whereas others want to learn it to improve their current job performance in dealing with particular partners or customers. All of these purposes can be achieved only by using the proper dictionary which will enable learners to learn their ESP in a faster and easier way. A bilingual dictionary is necessary due to the level of the students at the beginning. An english-english one is only used with advanced learners. It is absolutely necessary to use one, but very often teachers first have to teach learners how to take advantage of it and take time to work with examples on the different meanings depending on the context.

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PIOTROWSKI, T. "Indication of English Pronunciation in Bilingual Dictionaries." Applied Linguistics 8, no. 1 (January 1, 1987): 39–47. http://dx.doi.org/10.1093/applin/8.1.39.

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Osselton, N. E. "Usage Guidance in Early Dictionaries of English." International Journal of Lexicography 19, no. 1 (November 29, 2005): 99–105. http://dx.doi.org/10.1093/ijl/eci053.

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Vatvedt Fjeld, Ruth E., Elsa Kristiansen, Marianne Rathje, Veturlidi Oskarsson, Natalia Konstaninovskaia, Inayat Gill, and Fekede Menuta. "The worldwide use and meaning of the f-word." Intercultural Pragmatics 16, no. 1 (March 5, 2019): 85–111. http://dx.doi.org/10.1515/ip-2019-0004.

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Abstract This article documents the increasing use of the English curse word fuck worldwide, as well as its degree of adaption into the host language, its syntactic function, and its meaning and its strength as taboo. Comparing the use of fuck with a special focus on the Nordic countries (Norway, Denmark, and Iceland) with its use in Eurasia and Africa (with different alphabets, namely Cyrillic in Russia, Devanāgarī in India and Ge’ez script in Ethiopia), we found some similar developmental patterns, but also differences, for example to what degree the English loan word has replaced local curses and in what ways among social groups within a country. Comparing the terms used for the same concept was challenging because some countries have better text corpora and more research on written languages and especially on taboos, and those without such resources required additional minor investigations for a baseline. Findings revealed that fuck has spread worldwide from English, and it is commonly used in Nordic languages today. In Russian fuck is also adopted into the heritage language to a relatively high degree, and it has further gained importance in the vocabulary of India, where English has become the most used language by the higher and middle classes, but less so by lower classes. In contrast, the study of Amharic language in Ethiopia shows that the f-word is rarely used at all, and only by youngsters. We found a pattern starting from the outer North with Icelandic having adapted and adopted the word fuck the most, a slight decline in use in Norwegian and Danish, with less adaption and use in Russian, even less in Indian-English or Hindi, and being more or less absent in the African language Amharic. Formally though it is used conceptually both in Hindi and Amharic.

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McArthur, Tom. "Guides to tomorrow's English." English Today 14, no. 3 (July 1998): 21–26. http://dx.doi.org/10.1017/s0266078400010312.

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Feng, Xiaoyan, and Yanfang Zhou. "English Audio Language Retrieval Based on Adaptive Speech-Adjusting Algorithm." Complexity 2021 (July 2, 2021): 1–12. http://dx.doi.org/10.1155/2021/2762180.

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For the purpose of language retrieval for English listening, this paper designs and implements a cross-language information retrieval system for English listening. Different implementation methods of cross-language information retrieval, query, and translation are analyzed. The system adopts cross-language information retrieval technology based on bilingual dictionaries. According to the cross-language retrieval system of the existing bilingual dictionaries and monolingual dictionaries, based on the design and implementation of the fuzzy search dictionary lookup mechanism, the existing dictionary lookup mechanism is constructed and analyzed. Aiming at the problem of translation ambiguity in information retrieval systems based on bilingual dictionaries, a disambiguities elimination algorithm based on cooccurrence technology is proposed. In continuous speech, the speed of different speakers in different contexts is very different. Deviation from normal speech speed often leads to recognition errors, which makes recognition performance decline. Considering that the influence of speech speed on the length of speech units increases or decreases synchronously, and there is a strong correlation between the lengths of adjacent speech units, an adaptive speech speed algorithm is proposed based on the framework of implicit Markov model based on the information of the length of speech units. Experiments on number string and large vocabulary continuous speech recognition show that the algorithm is effective.

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Karpova, Olga. "English Author Dictionaries as Contribution to National Heritage." Respectus Philologicus, no. 39 (44) (April 23, 2021): 11–20. http://dx.doi.org/10.15388/respectus.2020.39.44.73.

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The paper is devoted to cultural heritage dictionaries with special reference to the oldest branch of English lexicography – author lexicography, comprising three hundred reference books of different types: concordances, glossaries, lexicons, indices, thesauri, etc. The article describes the main trends in developing author linguistic dictionaries for general and special purposes to single and complete works of G. Chaucer, W. Shakespeare, J. Milton, other famous English writers since the 16th c. up to the present days. The architecture of author encyclopedic dictionaries (guides, encyclopedias, companions) and onomasticons (dictionaries of characters and place names, who is who in … series) and their significant contribution to the English language, culture and society are discussed. The main accent is made on the digital era of English heritage lexicography, innovative features of modern printed and Internet author reference resources, aimed at certain target groups users’ needs and demands.

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Bergh, Gunnar, and Sölve Ohlander. "A Hundred Years of Football English: A Dictionary Study on the Relationship of a Special Language to General Language." Revista Alicantina de Estudios Ingleses, no. 32 (December 15, 2019): 15. http://dx.doi.org/10.14198/raei.2019.32.02.

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General-purpose dictionaries may be assumed to reflect the core vocabulary of current language use. This implies that subsequent editions of a desk dictionary should mirror lexical changes in the general language. These include cases where special-language words have become so familiar to the general public that they may also be regarded as part of general language. This is the perspective of the present study on English football vocabulary, where a set of well-known football words – dribble, offside, etc. – are investigated as to their representation in five editions of the Concise Oxford Dictionary (1911–2011), and in four of the Oxford Advanced Learner’s Dictionary (1948–1995). Two other dictionaries are also consulted: the Oxford Dictionary of English (2010) and – for first occurrences of the words studied – the Oxford English Dictionary. It is shown that, over the past hundred years, football vocabulary has gradually, at an accelerating pace, become more mainstream, as demonstrated by the growth of such vocabulary (e.g. striker, yellow card) in subsequent dictionary editions. Yet, some football terms make an esoteric impression, e.g. nutmeg ‘play the ball through the opponent’s legs’. Interestingly, such words also tend to be included in present-day dictionaries. Thus, football language is in a state of constant flux, responding to developments in and around the game. This is reflected in the dictionaries studied. In conclusion, due to the status and media coverage of the “people’s game” today, English general-purpose dictionaries have increasingly come to recognize much of its vocabulary as part of general language.

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Alhatmi, Sultan. "A Survey Study of the Dictionary Use Sub-strategies of English Majors in Saudi Arabia: Dictionary Related Aspects." English Language Teaching 12, no. 3 (February 11, 2019): 139. http://dx.doi.org/10.5539/elt.v12n3p139.

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This study explored the sub-strategies Saudi English majors use most when consulting the dictionary. In particular, it looked at the aspects of the dictionary use strategy relevant to the dictionary itself rather than the lookup words (mainly purposes for consulting the dictionary, means of dictionary ownership and type of dictionary consulted). The participants were 90 English major students enrolled in an English undergraduate program at the Department of European Languages at King Abdulaziz University, Saudi Arabia. A survey questionnaire adapted from the literature was used to collect data for the study. The results showed that the learners’ strategic preferences were largely affected by the features they liked (e.g. free dictionaries, the ease of use and search as well as portability of tech-based digital dictionaries) or disliked (e.g. the difficulty of search and use in paper dictionaries as well as their heavy weight and high thickness) most about dictionaries. Thus, they preferred to either download dictionary apps to their phones from application stores or go online whenever they needed to consult a dictionary for a word. Moreover, in terms of dictionary types, learners favored the bilingual English-Arabic dictionary (language-wise), dictionary apps and online dictionaries (medium-wise) and the ordinary dictionary (content-wise). Also, they consulted the dictionary no more than five times a day and tended to look up more words when consulting tech-based (digital) dictionaries than when using paper dictionaries. Finally, they used their dictionaries mainly to understand new words while reading.

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Hussein, Riyad F., and Richard Lingwood. "Strategies used in translating English binomials into Arabic." Babel. Revue internationale de la traduction / International Journal of Translation 57, no. 2 (July 21, 2011): 168–84. http://dx.doi.org/10.1075/babel.57.2.03hus.

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The present study investigates Jordanian students’ ability to translate English binomials into Arabic and explores the strategies used when translating them into Arabic. It also investigates the usefulness of English–Arabic dictionaries. For this purpose, a 25-item translation test was developed and distributed to two groups; an advanced group including 30 MA students, and an intermediate group comprising 50 undergraduate students studying English at Jordanian universities. The study revealed that the subjects’ general performance on the translation test was unsatisfactory. The percentage of correct answers on all items for all subjects was approximately 44%. This means that more than half of the test items in the translation test were erroneously rendered. The subjects used different strategies to translate English binomials into Arabic. The most frequently used strategy was contextualized guessing, followed by avoidance, literal translation, incomplete translation and least used, semantic approximation. Finally, with regard to the incorporation of English binomials along with their equivalents in Arabic in the English Arabic dictionaries, it was found that they were the highest in Al-Mawrid Dictionary 72%, followed by Atlas Dictionary 60%, and finally Oxford Wordpower 52%. Some binomials were included in one dictionary, others were included in only two dictionaries. Five binominals, or 20% of binomials under investigation, namely for and against, ifs and buts, heart and hand, here and now and nuts and bolts were missing in all of the dictionaries. This indicates the need to compile specialized English–Arabic dictionaries to address multi-word units such as collocations, idioms, and binomials, or at least to upgrade or enrich the currently used ones.

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Skoumalová, Hana. "Bridge Dictionaries as Bridges Between Languages." Text Corpora and Multilingual Lexicography 6, no. 3 (December 17, 2001): 95–105. http://dx.doi.org/10.1075/ijcl.6.si.09sko.

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Bridge dictionaries are a new sort of dictionary for learners of English. They are based on the monolingual Cobuild learners’ dictionaries, and they are partly translated—they contain translated definitions and translation equivalents. This paper shows the possible ways of exploiting Bridge dictionaries for creating new bilingual or multilingual dictionaries. One possible way is to extract corresponding translation equivalents, edit them, and make a new printed dictionary. As both sides of such a dictionary were originally created as translations from English, the dictionary requires quite a lot of lexicographic work. Another possibility is to create an electronic version of the dictionary “as is”. For this purpose, it is necessary to convert the dictionary first into SGML format and define its DTD. This format can then serve as a standard for future Bridge dictionaries and adding new language modules to existing dictionaries would be quite easy.

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Baskin, Sami, and Muhsin Mumcu. "Dictionary Culture of University Students Learning English as a Foreign Language in Turkey." International Education Studies 11, no. 3 (February 25, 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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Fareh, Shehdeh, and Maher Bin Moussa. "Practicality and usefulness of English-Arabic dictionaries in translating English metaphors." Babel. Revue internationale de la traduction / International Journal of Translation 53, no. 1 (October 16, 2007): 32–47. http://dx.doi.org/10.1075/babel.53.1.04far.

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Cowie, A. P. "Pedagogical Descriptions of Language: Lexis." Annual Review of Applied Linguistics 10 (March 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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Harms, Janelle. "Defining Desire, Dispelling Defiance: Heteronormative Language in English Language Learner’s Dictionaries." Behavioural Sciences Undergraduate Journal 1, no. 1 (December 1, 2013): 3–14. http://dx.doi.org/10.29173/bsuj55.

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Monolingual learner’s dictionaries (MLDs) strive to use accessible, comprehensive and ostensibly objective language to communicate ideas to those with intermediate to advanced language proficiency. However, it will be argued that MLDs of the English language are not objective, but rather ideological documents in which discursive authority stems from the production of knowledge. In their representations of sex, gender and sexual desires and identities, MLDs venerate reproductive heterosexuality as the correct, normal and ‘natural’ mode of human expression while erasing queer realities and possibilities. As a result, queer English language learners are marginalised as imperfect citizens and are compelled to embody heterosexual culture in both language and behaviour in order to achieve increased legitimacy within the English-speaking nation-state.

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Hartmann, R. R. K. "Lexicography, with particular reference to English learners' dictionaries." Language Teaching 25, no. 3 (July 1992): 151–59. http://dx.doi.org/10.1017/s0261444800006868.

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McCreary, Don R. "English Dictionaries for Foreign Learners: A History (review)." Language 77, no. 4 (2001): 866–67. http://dx.doi.org/10.1353/lan.2001.0230.

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Kaminska, Iryna. "Aspects of using dictionaries in the process of academic English teaching and acquisition." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 108–13. http://dx.doi.org/10.33310/2518-7813-2019-66-3-108-113.

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In the article, the linguistic characteristics of academic English are considered. The vocabulary and genres of academic English are addressed. The types of dictionaries currently available to university students are defined. It is established that academic language is linguistically diverse across discourses, genres, and disciplines. The variations in academic language demand a range of linguistic skills from students. Learners therefore need access to language tools, notably dictionaries, in their studies. The analysis of the respective dictionaries demonstrates that none of them is suitable for academic English acquisition. They are too comprehensive in coverage, contain linguistically demanding definitions and offer little encoding information. A need for dictionaries that would meet the students’ demands is defined.

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El-Sawy, Hosam ElDeen Ahmed. "Electronic and Student-created Dictionaries for Enhancing EFL Pronunciation and Vocabulary Usage." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1088. http://dx.doi.org/10.17507/tpls.0909.04.

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The aim of this research is to investigate the effect of using electronic dictionaries combined with student-created dictionaries on English major students' pronunciation and vocabulary usage. Students' perceptions of this learning experience are also examined. The study combines both quantitative and qualitative research methodologies. Tests for pronunciation and vocabulary usage were designed and administered to73 English major students at Jouf University, KSA. Two questionnaires were designed to investigate students' perceptions. Results of the study revealed that the usage of electronic and student-created dictionaries improved students' pronunciation as well as their vocabulary usage abilities. Results also revealed that participants are willing to use both electronic and student-created dictionaries in vocabulary learning. The most frequent perceived benefits of electronic dictionaries are the speed of accessing the meaning of new vocabulary and getting clear correct pronunciation of them. The most frequent perceived benefits of student-created dictionaries are long retention and internalization of new vocabulary. Participants face some difficulties when using electronic dictionaries such as the inability to find accurate meaning of some vocabulary items and some technical problems. Participants face some difficulties with their student-created dictionaries such as difficulty in constructing illustrative sentences and time-consumption. The study recommends the incorporation of electronic and student-created dictionaries in vocabulary learning.

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Halas Popović, Ana. "HOMONYMY IN ENGLISH MONOLINGUAL GENERAL-PURPOSE DICTIONARIES." Nasledje Kragujevac 18, no. 48 (2021): 37–51. http://dx.doi.org/10.46793/naskg2148.037hp.

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The focus of this paper is the treatment of homonymy in selected monolingual general-purpose dictionaries of English. The aim of the analysis presented in this paper is to reveal the perception of homonymy and its lexicographic significance in the analyzed dictionaries, which involves the answer to the question whether these dictionaries mark homonymy at all, and then, if yes, the determination of the criterion used for the identification of homonymy, as well as the definition of the overall lexicographic strategy adopted by the given dictionaries in their treatment of homonymy. The results of the analysis have shown that the analyzed dictionaries do use homonymy as an organizational principle in their macrostructure. Furthermore, all these dictionaries use the semantic criterion based on mutual relatedness of senses in their identification of homonymy. However, the application of this criterion does not always produce the same outcome in the given dictionaries due to the gradient nature of semantic relatedness and various interpretations it is subject to. It has also been observed that the analyzed dictionaries do not consistently mark semantic homonymy at any cost since their gen- eral strategy in the treatment of homonymy can be defined as balancing between adequate language description and user-friendliness.

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Bin Mohamed Ali, Haja Mohideen. "Islamic terms in contemporary English." English Today 23, no. 2 (April 2007): 32–38. http://dx.doi.org/10.1017/s0266078407002064.

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ABSTRACTSome observations on what words associated with Islam are in, and what might yet go into, current ELT dictionaries. Muslims constitute a vast number of speakers of English as a Second Language (ESL) and a Foreign Language (EFL). As a consequence, many expressions associated with Islam have been introduced into contemporary English and its dictionaries – both general and ESL/EFL. The present paper focuses on three particular works: the Longman Dictionary of Contemporary English (LDOCE, 2003), the Macmillan English Dictionary (MED, 2002) and The New Oxford Dictionary of English (NODE, 1998), in order to discuss how Islamic terms are being used. It was found that few phrases or sentences are provided to illustrate such terms – even those in common use among English-speaking Muslims. The present paper therefore (1) suggests sample sentences for these terms, so that users of such dictionaries can set them in context, and (2) offers a list of common Islamic words for possible inclusion in future editions.

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M. Ali al-Ubaidy, Sundus, and Mahdi I. Kareem Al-Utbi. "Approaches to Lexicography in English and Arabic." لارك 1, no. 7 (May 30, 2019): 1–25. http://dx.doi.org/10.31185/lark.vol1.iss7.935.

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Lexicography, the art and craft of dictionary-making, is as old as writing. Since its very early stages several thousands of years ago, it has helped to serve basically the every-day needs of written communication among individuals in communities speaking different languages or different varieties of the same language. Two general approaches are distinguished in the craft of dictionary-making: the semasiological and the onomasiological. The former is represented by usually-alphabetical dictionaries as such, i.e. their being inventories of the lexicon, while the latter is manifested in thesauruses. English and Arabic have made use of both approaches in the preparation of their dictionaries, each having a distinct aim ahead. Within the confines of each language, an approach may yield various trends as to, for instance, the arrangement of entries within a dictionary. The present paper aims at distinguishing the various trends in writing dictionaries in both English and Arabic. By so doing, it is hoped that the bases on which variation has relied are arrived at in order to provide the appropriate explanations of how and why differences have followed. To achieve this aim, an expository critical account of the approaches to the compilation of monolingual dictionaries in English and Arabic is presented; reference to bi-lingual dictionaries is going to be made appropriately, however. These trends, or schools, within each approach followed a certain system in compiling its representative dictionaries.

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Tabakowska, Elżbieta. "Surely There Must Exist a Polish Equivalent." Target. International Journal of Translation Studies 2, no. 2 (January 1, 1990): 199–218. http://dx.doi.org/10.1075/target.2.2.05tab.

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Abstract The paper is a contribution to the ongoing discussion on the requirements that dictionaries should meet in order to satisfy the needs of language learners and translators. The shortcomings of some standard dictionaries are discussed in reference to one particular item: the modal qualifier surely and its Polish equivalents. The latter were compared with actual choices made by a group of advanced Polish learners of English, asked to translate five explanatory sentences taken from English—English dictionaries. Discrepancies between dictionary equivalents and translation replacements clearly suggest that apart from "prototypical" examples of usage, dictionary entries should also contain potential discourse functions of sample sentences.

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Lew, Robert, and Agnieszka Szarowska. "Evaluating online bilingual dictionaries: The case of popular free English-Polish dictionaries." ReCALL 29, no. 2 (February 6, 2017): 138–59. http://dx.doi.org/10.1017/s0958344016000252.

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Language learners today exhibit a strong preference for free online resources. One problem with such resources is that their quality can vary dramatically. Building on related work on monolingual resources for English, we propose an evaluation framework for online bilingual dictionaries, designed to assess lexicographic quality in four major areas: coverage of lexical items, their treatment in the entries, access to lexical information, and presentation of lexicographic data. The proposed framework is applied to a set of six popular bilingual English-Polish dictionaries freely available online, established through an online survey of Polish learners of English.

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WINKLER, BIRGIT. "English learners’ dictionaries on CD-ROM as reference and language learning tools." ReCALL 13, no. 2 (November 2001): 191–205. http://dx.doi.org/10.1017/s0958344001000520a.

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This paper discusses the findings of two empirical studies which investigated how students of English used two English learners’ dictionaries on CD-ROM. The outcome of these studies will indicate in what way such dictionaries can serve as reference and language learning tools. It is argued that an English learner’s dictionary on CD-ROM could be much more than an ‘ordinary’ reference work because it includes facilities that are not available in book form, such as audio and visual elements, exercises and games. The studies suggest, however, that a number of changes in content and design will have to be made in order to make such dictionaries more effective and beneficial to their users. Learners, on the other hand, may need to acquire special skills in order to benefit from all the information an English learner’s dictionary on CD-ROM contains.

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T. Somogyi, Magda. "Az íróinév-szótárak kérdései a tervezett Jókai-névszótár kapcsán." Névtani Értesítő 42 (2020): 109–26. http://dx.doi.org/10.29178/nevtert.2020.6.

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The study reviews the main features of literary name-giving, author dictionaries, name dictionaries and literary name dictionaries, mainly based on Hungarian historical data and research results, highlighting key connections. It first reviews the research questions that arise in connection with literary names to examine to what extent they can and should be applied in the compilation of literary name dictionaries. The study details the types and editorial methods of Hungarian author dictionaries, and especially, how proper names are processed within these. It examines the antecedents of and connections between the dictionaries of Hungarian literary names currently being prepared or planned and offers overviews of the dictionaries of two scholars who wrote in English and the onomasticon of a contemporary English researcher. The paper then reviews lexicon-like works that list the names of literary heroes and which can be of use in the creation of literary name dictionaries. Finally, a plan for a dictionary of literary names, the Dictionary of Jókai’s Literary Names is presented, highlighting its place among author dictionaries and onomastic works. The author emphasises the challenges that the 10-million-word oeuvre presents in collecting items and examines the difficulties of selecting entry headwords and philological, textual questions. The paper is closed with a few insights into the structure of the word entries being prepared, and data management issues that still need to be solved.

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