Relevant bibliographies by topics / English language, dictionaries, igbo

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language, dictionaries, igbo'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "English language, dictionaries, igbo"

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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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Borisova, Anna A., and Yulia N. Ebzeeva. "Gastronomic Vocabulary as a Feature of Nigerian English." Russian Journal of Linguistics 23, no. 3 (December 15, 2019): 820–36. http://dx.doi.org/10.22363/2312-9182-2019-23-3-820-836.

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The World Englishes Paradigm studies various aspects of the English language characterized by specific peculiarities and changing as a result of contacts with indigenous languages and cultures. The history of English in Nigeria embraces 500 years of an interaction between highly different cultural systems and civilizations. Language contacts between English and the indigenous languages of Nigeria have led to its linguistic, cultural and intrastructural diversity. The aim of this article is to analyse the gastronomic vocabulary of Nigerian English influenced by the Nigerian worldview and culture. The research is focused on borrowings from African languages (mainly Yoruba and Igbo) that play a vital role in forming the culturally important lexicon of Nigerian English. The sources of the research material are dictionaries, as well as books by Nigerian writers composed in English. The analysis carried out in the course of the research allowed us to discover secondary nominations that denote Nigerian flora and cuisine, to reveal their metaphorical usage and to study corresponding figurative comparisons, idioms, proverbs and sayings. The investigation of gastronomic symbols in Nigerian speech shows universal processes of employing common gastronomic lexical units from real-life discourse as a basis for symbolization. The results of the study show that the gastronomic vocabulary and the images it creates constitute one of the most impressive Nigerian cultural codes. The knowledge of this vocabulary is instrumental in understanding those codes.
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Ezejideaku, Emmanuel, and Esther Nkiru Ugwu. "Igbo English in the Nigerian video film." English World-Wide 30, no. 1 (February 17, 2009): 52–67. http://dx.doi.org/10.1075/eww.30.1.04eze.

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This paper examines the use of Igbo English, one of the ethnic varieties of Nigerian English, in the Nigerian video film. By Nigerian video film, we mean video films produced in, and/or about Nigeria in English as opposed to those produced in Nigerian indigenous languages which are variously known as Igbo video films, Yoruba video films, or Edo video films, among others. The data for this study come from a random selection from video films produced in Nigeria between 2003 and 2006. In all the films studied, it is observed that Igbo English is essentially the medium of communication. Igbo English is one of the three major ethnic varieties of Nigerian English and is characterized by the fact that, while the vocabulary is mostly English, the sentence pattern is essentially Igbo. The choice of Igbo English as the medium for the films seems to be part of the efforts by the producers to retain, as much as possible, the “Nigerianness” of the films, which inevitably have to be produced in English to accommodate the international audience. This study observes that Igbo English, as used in the films studied, manifests itself in four forms: Igbo English proper, composed of English vocabulary in Igbo sentence structure; Engligbo, a form of code-mixing that is almost a fifty-fifty blend of English and Igbo; translation, in which Igbo idiomatic and other rhetorical expressions are transferred literally into English; and errors induced by the influence of the mother tongue (Igbo) on English.
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Nwoye, Chukwuebuka. "A Contrastive Analysis of English and Igbo Segmental Features: Implications in ESL Learning." International Journal of Linguistics, Literature and Translation 6, no. 6 (May 31, 2023): 42–47. http://dx.doi.org/10.32996/ijllt.2023.6.6.4.

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The aim of a Contrastive study is to examine the differences that exist between languages, as well as to ascertain the challenges they pose to second language learners. This paper focuses on a contrastive analysis of the segmental features of the Igbo and the English languages with emphasis on the implication of the differences in the learning of English as a second language by people whose first language is Igbo. The study reveals that while the Igbo language has more consonants than the English language, the English language has more vowels than the Igbo language. Here lies the problem of the Igbo learner of the English language. The study ends with some suggestions on how to eradicate or, at least, grossly minimize the resultant interference.
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van den Bersselaar, Dmitri. "The Language of Igbo Ethnic Nationalism." Language Problems and Language Planning 24, no. 2 (December 1, 2000): 123–47. http://dx.doi.org/10.1075/lplp.24.2.02ber.

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Starting from Benedict Anderson’s notion that nationalism evolves around a vernacular readership, this article explores the relation between a nation or ethnic group and ‘its’ language. It analyses the link between ideas about Igbo language and the rise of Igbo ethnic identity in twentieth-century Nigeria. It focuses, first, on how language was introduced as an important marker for ethnic identity, and, second, on how the notion of the existence of an ‘Igbo language’ was successfully employed in debates by Igbo ethnic nationalists and others. Early efforts to standardize the Igbo language were initiated by missionaries and the colonial government, who had also decided upon the boundaries of the Igbo language and the Igbo ethnic group. Most Igbo people preferred literacy in English and were not interested in these efforts. This situation changed after 1940, when the growing influence of the Nigerian anti-colonial movement began to make an impact on the perception of the Igbo language. This does not mean that Igbo became more widely used as a written language. Nearly all articles and pamphlets on the Igbo language and its role continued to be written in English. Also, all attempts to standardize Igbo failed. Thus, the notion of the existence of one shared Igbo language was important and not the existence of a vernacular readership in that language.
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Oweleke, Esther N. "Igbo dialects and the citation-form: the possibility of a standard Igbo dictionary." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, no. 1 (April 28, 2020): 95–107. http://dx.doi.org/10.4314/laligens.v9i1.9.

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It is the norm in lexicography to have dictionary headwords in the standard variety of the language. But up to date, no Igbo dictionary exists in this variety. Most Igbo lexicographers have adopted the dialectal or multidialectal approach in their choice of a citation-form. The multiplicity of Igbo dialects accounts for this situation. This paper examines both sound and lexical variations in the language; describes the lexicographic problems of choice and arrangement of headwords, and discusses the suitability of the Igbo dictionary as a tool for standardizing the language. Two major sources of data were employed: the modified Ibadan 400 wordlist of basic items - used for a survey of the seven dialect zones identified by Manfredi (1989), and the dictionaries of Welmers and Welmers (1968), Williamson (1972), Igwe (1999) and Echeruo (2001). The paper demonstrated that sound and lexical variants in Igbo can be harnessed by Igbo lexicographers to produce an Igbo dictionary in the standard variety. Considering the optimal benefits derivable from a standard dictionary, the following suggestions for future Igbo lexicographers are proffered: words from different dialects of the language should be included in the dictionary; the standard forms be selected and consistently entered as headwords. Words with sound variation should be treated as sub-entries and lexical variants be cited as main-entries in their right alphabetical positions. The paper argued that, for the Igbo dictionary to fulfil its indispensable role as a language standardizing tool, the production of a Standard Igbo dictionary is imperative in Igbo lexicography and Igbo language studies.
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Nwankwo, Onyinye A. "Towards a specialised digital monolingual Igbo dictionary on crop cultivation." IKENGA International Journal of Institute of African Studies 23, no. 2 (June 30, 2022): 1–23. http://dx.doi.org/10.53836/ijia/2022/23/2/011.

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The monolingual dictionary as an essential language compendium preserved culture specific ideas. In a technologically driven society where visual platform enhanced comprehension, monolingual dictionary presents careful and detailed information on the usage patterns of a given language. This promotes longevity of historic peculiarities for generational connect. Yet, there is a dearth of such dictionaries in the Igbo language. Therefore, this study sets to explore an e- monolingual dictionary model for the Igbo language on crop cultivation. Data were primarily sourced from field work whereas published literature and internet materials comprised the secondary sources of information. While the Function Theory of Lexicography was adopted for the pre-data compilation and presentation, the lexiquepro was used for the post compilation stage of the dictionary. This model avails researchers and learners the opportunity to globally access appropriate lexemes within the Igbo crop cultivation domain. Furthermore, Igbo children (at home and in diaspora) would have been provided with a visual platform to acquaint with specialised traditional Igbo farming practices, values and systems. Consequently, the longevity of the use of Igbo terms associated with traditional farming practices is revitalised among the younger ones. This study suggested that such platforms be provided for other areas of Igbo cultural practices such as pottery, health, blacksmithing, and performances to aid Translators, Terminologists and text writers appropriately convey their messages as well.
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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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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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Cheryl Amaka Udogu and Oluchukwu Felicia Asadu. "A critical analysis of Igbo-English translations in social media posts: A study of Twitter and Facebook." World Journal of Advanced Research and Reviews 19, no. 1 (July 30, 2023): 265–72. http://dx.doi.org/10.30574/wjarr.2023.19.1.1285.

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The purpose of this study is to conduct a critical analysis of posts and comments written in Igbo language on Facebook and Twitter, which are automatically translated into English upon user request. The main focus is to examine the accuracy of the translations provided by these social media platforms, such as Facebook and Twitter, for posts written in Igbo. Additionally, the study aims to understand the challenges presented by language barriers in communication, shedding light on the linguistic and cultural differences between Igbo and English. Furthermore, the research aims to highlight the difficulties encountered by machine translation systems employed by these social media platforms and language learners when translating between Igbo and English. It also aims to identify areas that require improvement for future reference. Following Anthony Pym's proposed method of error analysis for translation analysis, the study endeavours to identify and rectify inconsistencies in automatic translations, enabling readers to grasp the intended message and contribute to the improvement of machine translation applications. Qualitative data was collected over a specific period from posts written in Igbo and automatically translated into English on Facebook and Twitter. The collected data was subjected to analysis. Results from the analysis show that these platforms need to make significant improvements in order to achieve better translation output.
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Dissertations / Theses on the topic "English language, dictionaries, igbo"

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Meso, Tlou Phestus. "Language dynamism in English-Northern Sotho/Northern Sotho-English bilingual dictionaries : a case of translation equivalence." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1511.

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Thesis (M. A. (Translation and Linguistics)) -- University of Limpopo, 2016
This study reveals that language dynamisms affect the compilation of Northern Sotho – English bilingual dictionaries. In this regard, the study shows that the role of translation equivalence cannot be taken for granted. To fully grasp what translation equivalence entails, the study compared formal equivalence with dynamic equivalence. Although there are merits in adopting foreign terms and concepts, the study investigates the problem lexicographers and terminologists of English–Northern Sotho or Northern Sotho–English bilingual dictionaries encounter and suggests possible solutions. Different strategies and procedures for dealing with non-equivalence between the source and target languages are also discussed. Lastly, the study recommends that language dynamism is inevitable if Northern Sotho is to thrive as one of the functional languages in the world. The consequences of shunning dynamism are dire as this might lead to language death.
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Kobayashi, Chiho. "The use of pocket electronic dictionaries as compared with printed dictionaries by Japanese learners of English." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155615693.

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Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.

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The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.
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Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.

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This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.
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黃奇芳 and Ki-fong Wong. "A study of Sidney Lau's 'a practical Cantonese-English dictionary'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B30257232.

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Mandalios, Jane. "Pedagogic imperialism in English language teaching : the case of bilingual dictionaries." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438364.

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Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.

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In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues. This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published. In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context. Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
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Mothiba, Tebogo Innocent. "The application of reversibility principle in Northern Sotho-english Bilingual dictionaries : a lexicographic analysis." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1140.

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Thesis (M.A. (Translation Studies)) --University of Limpopo, 2012
This study focuses on aspects that form part of the reasons of not having complete bidirectional bilingual dictionaries and to find solutions to those problems. The following dictionaries have been evaluated in this study: Oxford Pukuntšu ya Sekolo School Dictionary (2010), Pharos Popular Northern Sotho Dictionary (2007 & 2009) and Sesotho sa Leboa/English Pukuntšu Dictionary (2006). Most African bilingual dictionaries which are supposed to be bidirectional are not because reversibility is not applied thoroughly. This study focuses on checking how Northern Sotho-English bilingual dictionaries apply the reversibility principle. When evaluating bilingual dictionaries it comes to light that there are a lot of errors that lexicographers commit and these errors negatively affect the process of compiling complete user-friendly bidirectional dictionaries. Having user-friendly bidirectional bilingual dictionaries is very important because dictionaries help different language speakers to learn each other’s language.
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Chavalala, Bulu James. "Lemmatisation of derivative nouns in Xitsonga-English bilingual dictionaries." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2373.

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Makwela, Matlaleng Maria. "The role of usage examples in Northern Sotho-English / English-Northern Sotho bilingual dictionaries." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2372.

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Books on the topic "English language, dictionaries, igbo"

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Nnaji, H. I. Modern English-Igbo dictionary. [Onitsha, Anambra State, Nigeria]: Gonaj, 1985.

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Akponye, Oliver O. O. Nkpụrụokwu na ọnụọgụgụ Igbo na bekee =: Dictionary of Igbo/English vocabularies and numerals. Owerri: Totan Publishers, 2008.

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Nwosu, Uchenna. English/Igbo translation, common medical terms =: Ntapị asụsụ bekee ụfọdụ nke ndị dọkịta n'onu igbo / Uchenna Nwosu & Igbo Medical Nomenclature Group. [United States]: Xlibris Corp., 2009.

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Ayo, Banjo L., and Nigerian Educational Research and Development Council., eds. Quadrilingual glossary of legislative terms: (English, Hausa, Igbo, Yoruba). Lagos: Nigerian Educational Research and Development Council (NERDC), 1991.

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Ndimele, Ozo-mekuri. A concise grammar and lexicon of Echie. Aba [Nigeria]: National Institute for Nigerian Languages, 2003.

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Ugochukwu, Françoise. Dictionnaire igbo-français: Suivi d'un index français-igbo. Paris: Karthala, 2004.

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Ihebinike, Ifeoma. Igbo at a glance for students of Igbo language. [Lagos?]: I. Ihebinike, 1996.

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Chinyel, Andrew N. Igbo to English: A translation of Ibo language into English. London: [s.n.], 2000.

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Okwumo, Joyce. Igbo for beginners. Cincinnati, OH: Joyce Okwumo, 2009.

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Okwumo, Joyce. Igbo for beginners. Cincinnati, OH: Joyce Okwumo, 2009.

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Book chapters on the topic "English language, dictionaries, igbo"

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Hünig, Wolfgang. "Style labels in monolingual English learner’s dictionaries." In Motivation in Language, 367–89. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.243.23hun.

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Stein, Gabriele. "Sixteenth-Century English-Vernacular Dictionaries." In Studies in the History of the Language Sciences, 219. Amsterdam: John Benjamins Publishing Company, 1986. http://dx.doi.org/10.1075/sihols.40.23ste.

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Hüllen, Werner. "English Onomasiological Dictionaries and Thesauri." In A Companion to the History of the English Language, 103–12. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch10.

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Delbridge, Arthur. "Cultural, situational and modal labels in dictionaries of English." In Language Topics, 65. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt1.49del.

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Delbridge, Arthur. "Cultural, situational and modal labels in dictionaries of English." In Language Topics, 65. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt2.50del.

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Adams, Michael. "English Unbound: Dictionaries, Dialects, and Boundaries." In Handbook of the Changing World Language Map, 1323–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02438-3_138.

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Adams, Michael. "English Unbound: Dictionaries, Dialects, and Boundaries." In Handbook of the Changing World Language Map, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73400-2_138-1.

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Lancashire, Ian. "Word-entry patterns in Early Modern English dictionaries." In Patterns in Language and Linguistics, edited by Beatrix Busse and Ruth Moehlig-Falke, 69–96. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110596656-004.

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Bronstein, Arthur J. "The History of Pronunciation in English-Language Dictionaries." In Studies in the History of the Language Sciences, 23. Amsterdam: John Benjamins Publishing Company, 1986. http://dx.doi.org/10.1075/sihols.40.04bro.

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Hartmann, Reinhard R. K. "Dictionaries Today: What Can We Do With Them?" In A Companion to the History of the English Language, 93–102. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch9.

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Conference papers on the topic "English language, dictionaries, igbo"

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Almiman, Ali, and Allan Ramsay. "Using English Dictionaries to generate Commonsense Knowledge in Natural Language." In RANLP 2017 - Recent Advances in Natural Language Processing Meet Deep Learning. Incoma Ltd. Shoumen, Bulgaria, 2017. http://dx.doi.org/10.26615/978-954-452-049-6_009.

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Nurkenova, Saule S., and Karylgash U. Kinzhagaliyeva. "Substandard dictionaries in linguaexpert practice of English." In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-134.

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The article deals with the overview of the substandard vocabulary of the English language, which provides historical references on the emergence and development of socio-lexicography in foreign linguistics.
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Machonis, Peter A. "Using Electronic Dictionaries and NooJ to Generate Sentences Containing English Phrasal Verbs." In Proceedings of the Linguistic Resources for Automatic Natural Language Generation - LiRA@NLG. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-3805.

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Zannrni, Imadin, Hema Hamza, and Laila Shareef. "Contemporary Arabic and English Idioms: Translating Difficulties and Strategies." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.932.

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Translation is prospering in Iraq in general and people have become more interested in translation due to the fact that Translation is a primary way of communication. Also, Translation has been a good business recently. Idioms are culturally specific and contain several cultural characteristics, translating idioms is difficult. The goal of this study is to have better understand the challenges faced by Translation Iraqi undergraduates while translating idioms. The researchers conducted a test to determine the problems and difficulties. 60 senior students from University of Mosul and Cihan University-Erbil in Iraq participated in the test most of them were females. The study concludes that incorrect translation resulted from lack of understanding the culture, the misuse of idioms dictionaries, and the lack of equivalence.
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Aljlayl, Mohammed, and Ophir Frieder. "Effective arabic-english cross-language information retrieval via machine-readable dictionaries and machine translation." In the tenth international conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/502585.502635.

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Niyazova, Gulnorakhon. "DEVELOPING LEARNER DICTIONARIES WITH CORPUS LINGUISTICS METHODS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/dmeq9969.

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This article explores the intersection of corpus linguistics and language teaching through the lens of specialized learner dictionaries in the context of English for Specific Purposes (ESP) and English for Academic Purposes (EAP) teaching. It highlights the role of corpus lexicography in bridging theory and practice, emphasizing the practical applications of corpus analysis in constructing learner dictionaries tailored to the needs of ESP/EAP students. Drawing on insights from corpus studies and practical research, the article discusses the challenges and opportunities in developing specialized dictionaries that facilitate language learning and teaching. By examining the relationship between theory and tools in lexicography, it advocates for greater collaboration between researchers, educators, and lexicographers to enhance language education through innovative dictionary construction methods.
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Karpinska, Laura, and Dace Liepiņa. "Bilingual Lexicographic Resources in Support of Acquiring Legal Terminology for Translation Purposes." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.04.

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The support of bilingual lexicographic resources is crucial in mastering legal terminology both in the target and source language. The present study has focused on Latvian-English and English-Latvian print and online lexicographic resources accessible for all parties interested in acquiring legal terminology in both languages, in particular in the light of the new school reform School 2030 where translation is mentioned among other competences that should be developed already at school. Even though several bilingual legal terminological dictionaries have been published it must be recognised that currently there is no comprehensive Latvian-English-Latvian dictionary of legal terms. At present the success or failure in mastering legal terminology largely depends on the background knowledge of the user. Trends prevailing in the study process as well as in translation practice confirm a marked movement towards the use of lexicographic resources in the digital format. It should be noted that this format also offers considerable advantages in designing dictionaries in respect of their content, volume, structure and user-friendliness. Digital format would allow developing a comprehensive bilingual dictionary of legal terms involving collaboration among legal professionals, terminologists and lexicographers. The microstructure of this dictionary should include labels, definitions, illustrative examples, etc. giving additional information and contexts where legal terms are used, thus providing important information for diverse groups of users – learners, legal professionals, translators and interpreters.
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Visan, Ruxandra. "DICTIONARY CONSULTATION HABITS OF ROMANIAN LEARNERS OF ENGLISH AT UNIVERSITY LEVEL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-236.

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The present paper focuses on the field of dictionary use, and examines frequency of dictionary consultation as well as dictionary preference among Romanian learners of English. Representative research on dictionary use includes Tomaszczyk (1979) and Wingate (2002) (see also Lew 2004 for an overview of the literature on dictionary consultation habits). While there has been significant research concerning dictionary use, the dictionary consultation habits of L1 Romanian speakers have been understudied (with few exceptions, see Vi?an 2018). Taking its cue from existing studies such as Atikins and Varantola (1998) which have found a correlation between dictionary use and proficiency level, the present paper focuses on a group of 214 Romanian students of EFL who major in English at the University of Bucharest, with two levels of English proficiency, namely B1 (95 students) and C1 (109 students). The paper shows that, as previous metalexicographers have underlined in studies focusing on foreign language learners, there appears to be a tendency among higher-proficiency learners to employ monolingual dictionaries more than bilingual dictionaries. This tendency occurs on the backdrop of a preference of the selected group of Romanian students, regardless of their level of proficiency, for monolingual dictionaries of English. The paper goes on to offer a detailed discussion of the context in which Romanian learners of English consult dictionaries at university level, attempting to identify the major factors which influence their lexicographical choices. The paper argues that the limited range of choice regarding bilingual dictionaries for Romanian learners of English (especially Romanian-English ones) can be seen as influencing the preference of Romanian students for monolingual dictionaries.
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Selcuk, Hasan, and Linda Daniela. "The Use of Online Dictionaries During Web-Based Collaborative Writing Among EFL Learners." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.32.

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This study is about an investigation of Turkish high school English as a Foreign Language (EFL) learners’ use of online dictionaries during asynchronous web-based collaborative writing (CW) activity. 26 groups of three EFL learners (N = 78, 16 years) were involved in a-two-hour CW task in English outside the classroom setting in a Facebook group. Data were gathered from 78 online researcher-participant interviews and 8,700 discussion threads collected from 26 groups. The study’s findings revealed that 80% of participants used their mobile phones to undertake the activity, so they preferred online English dictionaries with mobile applications. Participants with high English proficiency mainly used online English dictionaries to search for the collocations of words to vivify their sentences. Also, those participants directed their group members to use the online dictionaries to independently identify their vocabulary mistakes and validate their existing vocabulary knowledge. Participants who had low English proficiency mainly used online bilingual dictionaries (Turkish-English) to look up the unknown words and then got their group partners to verify their use in their collaborative writing pieces. Additionally, Google Translate was utilised by those participants to serve a purpose of an online dictionary. This study provides useful insights for researchers and EFL teachers about how online dictionaries were used during the web-based collaborative writing process.
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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.

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"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-training and philology programmes and identify possible differences. First, the paper summarizes the main directions in the ever-growing research on perceiving OMTs in foreign language education. Second, it presents partial results of the online survey conducted among future teachers of English and students of English philology (English language and culture). The results proved that both groups of respondents use a wide range of OMTs, with Google Translate being the most popular. In general, respondents showed positive attitudes towards OMTs and were satisfied with their outcomes; however, teacher trainees were more critical when the quality of translations was considered and they were more aware of the need for post-editing. Future teachers of English also showed more reserve for using OMTs as means of FL learning (learning new vocabulary, pronunciation, grammar, reading, writing, translating). Only a tiny part of respondents (all future teachers) saw OMTs as a threat to effective foreign language learning. The results proved a more “conservative” perception of OMTs by future teachers of English (which may explain why some practising teachers ban using OMTs in their classrooms, fearing that their students could become dependent on them). Students of English philology (English language and culture) manifested less critical attitudes towards OMT in all observed categories. They focused more on speed and comfort than the quality of translation. This result points to the need to instruct students on using OMTs properly (including post-editing) to get the best possible translating and learning outcomes. The paper presents partial results of the research project KEGA 019TTU-04/2021 Integrating new digital tools into philological research and education sponsored by the Slovak Ministry of Education, Science, Research, and Sport."
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Reports on the topic "English language, dictionaries, igbo"

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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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