Academic literature on the topic 'Lexicological knowledge'

The paper presents the possibilities of using dictionary articles from our descriptive monolingual dictionaries as texts for teaching lexicology at academic courses of teacher training faculties. The starting point of the paper is that literary texts are traditionally used in teaching languages, while other types of texts (non-literary texts) are less frequently used, which, in turn, affects students' reading literacy. The main part of the paper focuses on the qualitative analysis of the selected dictionary articles from our descriptive monolingual dictionaries, with a special emphasis on using a dictionary article in teaching lexicology as an 1) introductory text, 2) text used for identifying lexical phenomena, 3) text used for practising lexical phenomena, and 4) text as a part of the knowledge assessment test. Based on our analysis, we concluded that using dictionary articles in teaching lexicology may entail multiple benefits - acquiring the knowledge of lexicology, enriching one's vocabulary, developing language culture, but also developing lexicological knowledge, skills, and habits, which fosters preservice primary school teachers' functional literacy.

The glossary Daḳāyiḳu l-ḥaḳāyiḳ by Kemālpaşazāde is a valuable lexicological work that demonstrates the appropriation of medieval lexicographic methodologies as a means of spreading knowledge of the Persian language in the Transottoman realm. The article aims to analyse this Persian-Ottoman Turkish philological text based on the Arabic and Persian lexicographic traditions of the Early Modern period. The advanced approaches to morphological, lexical and semantic analysis of Persian can be witnessed when examining the Persian word units in the glossary. The study of the methods of the glossary attests to the prestigious status of the Persian language in the Ottoman Empire at a time when Turkish was strengthening its multi-faceted positions. Taking into account the linguistic analysis methods that were available in the sixteenth century, contemporary philological research is suggesting new etymologies for some Persian words and introduces novel lemmata, which make their first-time appearance in Persian vocabulary.

There are three urgent tasks before the Serbian lexicographers: the vertical and horizontal defining of the contemporary Serbian language, the formation of the Serbian language corpus and the compilation of the standard descriptive dictionary: the first two tasks should be done by the Serbian linguists and by those dealing with corpora, whereas the third should be trusted to the Serbian lexicographers, both the present and the future ones. The Serbian lexicographers, the members of the Belgrade school of lexicography, who have compiled 20 volumes of the Serbian Academy of Arts and Sciences Dictionary, six-volume Matica Srpska Dictionary, and single-volume Matica Srpska Dictionary, and outstanding Belgrade lexicologists will doubtless create a modern and reliable conception of such a dictionary, make precise working instructions based on contemporary linguistic and lexicological knowledge if the project is supported by the government. Hopefully, this extremely significant national undertaking will be completed in a few years.

For the linguistic expression of the concept of knowledge, the Slavic languages use verbs deriving from the Indo-European roots *ĝnō and *ṷei̭d. They differ in terms of the availability of both types of verbs in the contemporary standard languages and in terms of their semantic range. As will be shown in this paper, these differences are interesting not only from a language-specific lexicological point of view, but also in the context of the intersection of lexicon and grammar. Covering the domain of ‘knowing how,’ the *ĝnō-based verb in Slovene (znati) has been extending into the domain of possibility and, on this basis, developing into a modal verb. While this development is not surprising from a typological point of view, it is remarkable from a Slavic perspective, since this particular grammaticalisation path towards possibility is otherwise unknown to Slavic. This peculiar feature of Slovene, which most probably relates to its long-lasting and intensive contact with German, is illustrated in the present paper by comparing Slovene to Russian on the basis of three main questions: 1) the semantic range of vedeti / vedatʹ and znati / znatʹ, 2) the lexicalisation of ‘know how,’ and 3) the relation between knowledge, ability, and possibility. The focus is on contemporary Slovene and Russian, leaving a detailed diachronic investigation and the further embedding into a larger Slavic and areal perspective for future analyses.

El Libro de agricultura de Herrera es una obra fundamental de la producción textual científica del Renacimiento español por la riqueza del vocabulario recopilado, de ahí que, en este trabajo, se atiendan las particularidades terminológicas de algunos de los contenidos léxicos tratados en el libro segundo, dedicado al conocimiento de las viñas y al cultivo de la vid. Se desarrolla, así, un análisis lexicológico de las voces referidas a las tipologías de uva y vino, estudio que se acompaña de la revisión de las fuentes manejadas por Herrera para determinar su repercusión sobre este vocabulario. Además, se examina la incidencia de este léxico en la tradición lexicográfica española, particularmente la recepción del tratado herreriano en el Diccionario de Autoridades. Gabriel Alonso de Herrera’s Libro de agricultura is a fundamental work of the Spanish Renaissance due to the richness of the vocabulary collected. In this work, we deal with the terminological particularities of some of the lexical contents described in the second book, dedicated to the knowledge of the vines and the cultivation of the vine. Therefore, we carry out a lexicological analysis of the voices referring to the grape and wine typologies, a study that is accompanied by a review of the sources handled by Herrera to determine their impact on this vocabulary. In addition, we examine the lexicographical treatment of this lexicon, particularly the effect of the Herrerian treatise in the Diccionario de Autoridades.

The aim of the study focuse on the interference of Indonesian into Arabic viewed from various aspects such as phonological aspects, morphology, syntax, lexicology, and the causes of such interference, namely about the first language interference of santri to their Arabic pronunciation in Rhoudhatul Qur'an Islamic Boarding School on in 2018. In essence, research is an attempt made to look deeply at the identity of the object of research. Because the object of language research cannot be present alone, without research. And the research that will be conducted is by describing the object of research. Using triangulation observation, interviews, and documentation. The findings obtained by the researcher are as follows: 1) Phonological interference occurs in the letters and letters of letters which results in deviations of meaning, Morphological interference occurs in reduplications that often occur in Indonesian, which results in reduplication in Arabic, in Arabic call it jama ', syntactic interference occurs when the word is decapitated freely in a sentence structure without knowing the elements of the language are standard or not in the rules of Indonesian, so that it adversely affects Arabic, lexicological interference occurs in compound words in Indonesian, whereas in Arabic not all words have compound words which consist of two words, semantic interference occurs in the use of language which deviates from its meaning due to differences between Indonesian and Arabic, Arabic has root words, whereas in Indonesian it does not all words have root words.2) The cause of interference is due to habits that have become cultural, tides ebb and control of language, lack of knowledge, and the difficulty of cultivating good language. Hopefully it can become a reference for further research. Key words: Interference, Indonesian, Arabic

El Tractat per l’art de la caça es una obra medieval de cetrería escrita en catalán, anónima y hasta ahora inédita. Se conserva en un único manuscrito, en el que también se copia el Llibre de cetreria de Felip Dalmau I de Rocabertí. Constituye, con los otros tratados catalanes conservados, un conjunto representativo de este género, que tanta difusión tuvo en la Europa medieval. En este trabajo presentamos, en primer lugar, una breve introducción sobre esta obra: las características del manuscrito, el contenido y algunas de las posibles fuentes. A continuación, un análisis lexicológico de los términos de medicina referidos a enfermedades, remedios y tratamientos, junto a un inventario de los nombres de plantas medicinales que recoge el texto, con las que se podían preparar toda clase de ungüentos, emplastos y otra clase de fórmulas. Voces que eran normales y frecuentes en este tipo de obras, ya que, sin duda, los halconeros poseían unos vastos conocimientos, tanto de veterinaria como de botánica, porque de sus cuidados y atenciones dependía, en buena medida, la salud de las aves de caza. Finalmente, ofrecemos una transcripción a partir del facsímil de este manuscrito.The Tractat per l’art de la caça is a mediaeval work of falconry written in Catalan, anonymous and up to now unpublished. It is preserved in a single manuscript, in which also the Llibre de cetreria by Felip Dalmau I of Rocabertí is copied. It constitutes, with the rest of Catalan treatises conserved, a representative set of works of of this genre, which was so widely spread in mediaeval Europe. In this paper we present, in the first place, a brief introduction to this work: the characteristics of the manuscript, its content, and some of its possible sources. Then follows a lexicological analysis of the medical terms referring to illnesses, cures and treatments, and an inventory of the names of medicinal plants collected in the text, with which one could prepare all class of ointments, poultices and other kinds of cures. These words were usual and frequent in this type of works, since, definitely, falconers possessed a vast knowledge, both about veterinary science and about botany, as the health of their birds of prey depended so much on their proper care and attention. Finally, we offer a transcription from the facsimile of this manuscript.

Bohorič’s Contribution to Slovene Lexicography Lexicography was one of Bohorič’s central activities devoted to the 16th-century Slovene literary language. He is believed to be the author of three types of dictionaries: (1) a lost trilingual glossary with Latin as the source language, compiled for pedagogical use (Nomenclatura trium linguarum, ca. 1580); (2) the index in DB 1584 (perhaps also the shorter one in DB 1578), which contains also dialectal synonyms as well as equivalents from Croatian dialects and thus enables understanding of the central-Slovene lexicon; (3) six Slovene-Latin-German glossaries included in the grammar Arcticae horulae ſucciſivae (1584): the first three described nomina (nouns and adjectives) of all three genders, while the other three described verbs of the main three conjugation types (-am, -em, -im). In terms of their informativity, the glossaries included in the grammar are of several different types. In addition to grammatical information contributing to a better knowledge of the 16th-century Slovene literary language, they also provide lexicological information closely related to the modes of lexicographic presentation. Both features are an important contribution to the beginnings and further development of Slovene lexicography. Slovene headwords are semantically defined by their foreign-language equivalents. In addition, their semantic structure is outlined by one-word or phraseological subentries (with attested meanings, sub-meanings, and terms for specific types, such as štala ‘barn’—volovska štala ‘oxen barn’, ovčja štala ‘sheep barn’, kozja štala ‘goat barn’; set phrases with established use). Entries with subentries and the order of entries itself also bring into focus various types of semantic relations between lexical items, including synonymy, where pairs of loan and native synonyms stand out in particular (e.g. punt—zaveza ‘bond’, gmerati—množiti ‘to multiply’); antonymy (e.g. čast ‘honor’—nečast ‘disgrace’); the semantic difference between the source word and its derivative (e.g. kamen ‘stone’—kamčič ‘little stone’). Verbal entries with added subentries demonstrate various types of formation of aspectual pairs, e.g. sejati—obsejati ‘to sow’, nagniti—nagibati ‘to lean’. In cases where members of the pair differ by the type of action (e.g. gibati se—ganiti se ‘to move’), the semantic difference is added to the aspectual one. A re-comparison of Bohorič’s glossaries and Megiser’s dictionaries—his quadrilingual dictionary with German as the source language (MD 1592) and multilingual dictionary with Latin as the source (MTh 1603)—that included data on how widely the usage of this lexicon was spread, confirmed the hypothesis that the glossaries were one of Megiser’s main lexicographic sources of Slovene equivalents. (This data is one of the results of the complete excerption of the Slovene texts in book publications in the period of 1550–1603). Megiser’s consideration of Bohorič’s glossaries is most clearly evident in approximately 90 words that cannot be found in other works. In addition, the glossaries proved to be a useful reference work for citing widespread and commonly used lexicon. A typological difference between the compared lexicographic works is reflected in differences in their informativity as well as in the number of foreign-language equivalents and included Slovene equivalents. The increased number of Slovene synonyms in Megiser’s multilingual dictionaries was the result of Megiser’s inclusion of the Register (1584) and his ever-improving knowledge of the Slovene literary language and some Slovene dialects (e.g., Carinthian). Keywords: Adam Bohorič, lexicography, glossaries in Bohorič’s grammar, dictionary informativity, Megiser’s multilingual dictionaries

This article presents a scientific-discourse and overview systematically on the word-formation that how the impacts and strategies of morphology produce the significant enrolment in the productive-pedagogies to teach and enhance the different parameters and paradigms of vocabulary’s re-structure and lexicography. The determinations of researchers define and describe the mechanism of affix morphemes (derivational and inflectional) in the formation of new words with the complete lexical-semantic meaning and syntactic-structure, which are developed through the general morphological processes in the morphosyntax. This research attempt intends to specify the strategies, knowledge, and information employed by L2 students of tertiary level when they face new words while reading the texts. Even learners have a tendency to ignore a large amount of new vocabulary they encountered due to poor enhancement of the weak vocabulary awareness and immature and traditional pedagogical course policies at their schooling. They must beware of morphological misanalysis and false-etymology. Therefore, the article advocates instructors that L2 students to individual’s phonological awareness, knowledge of orthography (sound-symbol relationships, letter patterns and spelling regularities), knowledge of vocabulary, and visual memory skills. Learners are advised to aware of the enhancement of word theories and all kind of word formations and processes for their productive reading performances, creative writing drafts, figurative expressions and critical thinking lexicologically at the course level.

RESUMO: Sabe-se que o processo de ensino-aprendizagem de língua na atualidade requer a inserção do aluno em práticas pedagógicas diversificadas, uma vez que a chamada era digital desencadeia uma série de mudanças na maneira de se construir o conhecimento. Nesse sentido, a utilização de novos recursos didáticos ganha espaço no contexto escolar, tais como os dicionários online. Este artigo tem por objetivo evidenciar a organização, a partir de campos temáticos, dos lexemas de nossa proposta de dicionário temático infantil online, DTI, em construção, especialmente desenvolvida para alunos que cursam do segundo ao quinto ano do ensino fundamental. A principal base teórica está alicerçada nos fundamentos da Lexicologia e da Lexicografia. Como resultado de nossas análises, defende-se que discussões dessa natureza podem contribuir com a criação e o aperfeiçoamento de obras cada vez mais funcionais, específicas e com um maior potencial para atender às necessidades de seu público-alvo. PALAVRAS-CHAVE: lexicologia; lexicografia; campo temático; dicionário online. ABSTRACT: It is known that the current process of teaching and learning language requires the insertion of the student in diverse pedagogical practices since the so-called digital era triggers a series of changes in the way we build knowledge. In this sense, the use of new didactic resources gains space in the school context, such as online dictionaries. This article aims at demonstrating the organization, from thematic fields, of the lexemes of our proposal for an online thematic children's dictionary, TCD, under construction, specially developed for students who study from the second to fifth years of elementary education. The main theoretical basis are the foundations of Lexicology and Lexicography. As a result of our analysis, it is argued that discussions of this nature can contribute to the creation and improvement of works that are increasingly functional, specific and with greater potential to meet the needs of their target audience. KEYWORDS: lexicology, lexicography; thematic field; online dictionary.

L'amélioration de la maitrise du français langue première chez les élèves du primaire au Québec dépend de plusieurs facteurs. L'enseignant peut jouer un rôle dans ce processus, sa formation universitaire lui fournissant les connaissances nécessaires afin d'encadrer le développement des compétences langagières de l'élève. Une de ces compétences joue un rôle privilégié dans l'utilisation et la maitrise de la langue, il s'agit de la compétence lexicale, la capacité à comprendre et à utiliser les unités du lexique, aussi bien à l'oral qu'à l'écrit. Afin d'encadrer le développement de la compétence lexicale en français langue première des élèves du primaire, les enseignants doivent eux-mêmes posséder un bon niveau de compétence lexicale, mais aussi détenir un certain nombre de connaissances sur le fonctionnement du lexique lui-même, c'est-à-dire des connaissances métalexicales. Le référentiel québécois de la profession enseignante (MEQ, 2001b) ne détaille pas les connaissances métalexicales que doit posséder l'enseignant pour mener les tâches associées à ses activités d'enseignement/apprentissage du lexique. En outre, la plupart des universités québécoises n'offrent pas de cours dédiés explicitement à la didactique du lexique. Pourtant, ce sont dans les cours de didactique que sont dispensées les connaissances théoriques et pratiques nécessaires au futur enseignant pour assumer les tâches de planification et de pilotage des activités d'apprentissage et d'évaluation des compétences des élèves. La relative absence de cours de didactique du lexique en formation initiale pourrait s'expliquer par le fait qu'il s'agit d'une discipline encore jeune dont les fondements théoriques et pratiques sont en cours de développement. Cette thèse en didactique du français langue première s’intéresse donc aux contenus linguistiques de référence de la didactique du lexique, ainsi qu’à la formation des maitres au primaire dans cette même discipline. Le travail de recherche effectué afin de tenter de remédier au problème soulevé a permis la réalisation de deux objectifs complémentaires. Le premier a consisté en la construction d’une ontologie des savoirs lexicologiques, qui permet de représenter à l’intérieur d’une hiérarchie de notions l’ensemble des connaissances disciplinaires de référence de la didactique du lexique. Cette représentation a ensuite été utilisée pour spécifier et structurer les contenus d’un module de cours en didactique du lexique visant le développement des connaissances métalexicales chez les futurs enseignants du primaire au Québec. L’ontologie et le module de cours produits ont été évalués et validés par des experts de chacun des domaines concernés. L’évaluation de l’ontologie a permis de vérifier la méthode de construction de celle-ci, ainsi que différents aspects relatifs à la structuration des concepts dans l’ontologie. L’évaluation du module de cours a quant à elle montré que les contenus de cours étaient pertinents, les méthodes pédagogiques employées appropriées et le matériel de cours développé bien conçu. Cela nous permet d'affirmer que le module de cours en didactique du lexique se présente comme un apport intéressant à la formation des futurs enseignants du primaire en français langue première au Québec. La recherche dans son ensemble présente enfin une contribution pertinente à la didactique du lexique, son caractère original résidant entre autres dans le fait d’avoir développé un mécanisme d’exploitation d’une base de connaissances (ontologie des savoirs lexicologiques) pour la conception didactique (module de cours en didactique du lexique).
To improve first language learning in Québec primary schools, several variables must be taken into account, one of them the teachers themselves. Their training gives them the necessary knowledge to guide pupils in the development of their linguistic competences. One of these, lexical competence, plays a central role in the mastery of language. Lexical competence is the ability to understand and use lexical units, in oral speech as well as in written speech. To help pupils develop their lexical competence, teachers must not only themselves possess an appropriate level of lexical competence, but must in addition have acquired a certain amount of metalexical knowledge, that is, knowledge about the structure of the lexicon. The ministerial guide to the teaching profession (MEQ, 2001b) provides no guidance regarding metalexical knowledge required of future teachers. Moreover, there are no courses specifically devoted to lexical didactics. It is nevertheless in these kinds of courses that future teachers learn to prepare and guide activities in vocabulary acquisition and to evaluate their pupils' lexical competence. The scarcity of these kinds of courses in Québec universities may be explained by the youth of the discipline, whose theoretical linguistics foundations are still under construction. This dissertation on the didactics of French as a first language addresses the question of reference linguistic content for lexical didactics, as well as the training of future teachers in that discipline. Our research led to two complementary outcomes. The first outcome was to construct an ontology of lexicological knowledge. The second was the use of the ontology to specify and structure the content of a course in lexical didactics, devoted to the acquisition of metalexical knowledge by future teachers. Both the ontology and the course have been evaluated and validated by domain experts. The evaluation of the ontology supported the method used for its elaboration, as well as the structure of the concepts in the ontology. The evaluation of the course indicated that the course's content and pedagogical methods were correct and that the learning and teaching material were well designed. These results prove that the course is a useful tool for improving a teacher's training in lexical didactics. Our research as a whole makes a meaningful contribution to the intended domains, by developing a way to use a knowledge base (the ontology of lexicological knowledge) for educational purposes (a course in lexical didactics).