Dissertations / Theses on the topic 'Study dictionaries'

The use of the dictionary and translation are both common language experiences. The dictionary is an indispensable tool to translating. Yet dictionary skills are grossly neglected in translator training, which assumes that students have acquired all the necessary knowledge and skills before training. In order to reveal the situation in Hong Kong, this case study attempts to investigate the dictionary use pattern of 107 translation students from five local universities for Chinese to English translation, and the dictionary consultation process of four respondents. Triangulation methods were employed: questionnaire survey interview, think-aloud protocol, and performance exercise. A coding system for think-aloud protocols has been adopted from Thumb (2004), with modifications for Chinese-English dictionary use for production. Results found that most of the respondents had not been trained to use the Chinese-English dictionary, and that they had difficulties in using it for Chinese to English translation. Curricular assessment discovered a gap between student needs in dictionary skills and the curriculum. Pedagogical recommendations are made, and the notion of Dictionary Use Competence is proposed for translation students, while dictionary skills should be treated as a learning strategy across the curriculum from the primary to university levels. The study contributes to the teaching and learning of dictionary skills, with special relevance to Chinese-English translation, and to the research on dictionary use for production in terms of the language combination of Chinese/English, and to the method of introspection.

The main concern of this study is how the bilingual dictionary of Arabic and English can serve the ArabicEnglish translator in his task of translating all types of Arabic texts. In order to achieve this objective a few issues and problems in bilingual lexicography have been discussed in this thesis and certain recommendations have been made. The thesis is divided in four chapters plus an appendix, as follows: - Chapter I discusses various aspects of the structure of the Arabic word, as it constitutes the largest number of lexical entries in the dictionary. Chapter II discusses the issue of word-meaning and bilingual equivalence and is divided into two sections: Section A discusses the signification of the word. Section B discusses bilingual equivalence in relation to the Ar-Eng dictionary, including discussions of certain semantic relations, viz., a1'ishtirak a11afZiy 'homonymy', a1taraduf 'synonymy' and a1' aDdad 'contranyms' (see Ch. III), and semantic fields theory. - Chapter III addresses the question of how translators would like the bilingual dictionary prepared for their own needs, and is divided into two sections as follows: Section A introduces the Ar-Eng Translator's Dictionary (AETD) as proposed by this study, and discusses through practical examples some of the major problems of bilingual dictionaries. Section B is devoted to discussing some real problems found in the most widely used Ar-Eng dictionary, Hans Wehr's Arabic-English dictionary, especially to highlight the importance of avoiding them in the AETD. - Chapter IV is concerned with the actual making of the AETD, and is divided into three sections as follows: Section A discusses the various issues and aspects involved in the preparation of the AETD; for instance, the entrysystem of the dictionary, what should be entered and what should not, the treatment of different lexemes, the choice of BEs, and meaning discrimination. Section B introduces a proposed framework of the AETD, i.e., how it should look in relation to its form and content. It also includes some important notes for the AETD lexicographer, and finally a conclusion for the whole study with recommendations for further research. The Appendix consists of a list of sample entries employing the recommendations suggested for the AETD in the study, in addition to providing comparative notes with the same entries as cited in HW. To sum up, it is quite important that translators should have in their possession an interlingual dictionary that is specifically designed for them to suit their specific needs. This will save them time, money and effort which would otherwise be spent on numerous reference works alone.

The amount of information available in the world is staggering and exciting. However, too much information can be a debilitating problem, and overwhelm people to such an extent that they cannot complete the tasks they set out to do. Even e-dictionaries can have so much information that users do not get the information they really need. Though technology has been the main enabler of the overload of information, it can also be a lifeline. Technology can, and should, be used to enhance e-dictionaries to give users relevant information on demand. Unfortunately, many current e-dictionaries do not make use of the innovative technologies available and drown users in information. This led the researcher to ask to what extent developments in information technology enable e-dictionaries to provide relevant information on demand. To answer the above question, this study started by exploring the current ideals lexicographers have for e-dictionaries, as well as the technologies available to create such ideal e-dictionaries. General usability guidelines were also reviewed. Based on this literature review, a set of criteria was developed according to which e-dictionaries can be evaluated. The main criteria are based on issues related to content, information architecture, navigation, access, help, customisation and innovative technologies. The criteria are intended to allow one to evaluate to what extent e-dictionaries make use of technology to really provide relevant information. The criteria were then used to evaluate five e-dictionaries. A qualitative study was done. Four existing e-dictionaries were evaluated by the researcher using heuristic evaluation. A fifth prototype dictionary, the Afrikaanse idiome-woordeboek, was evaluated by the researcher, but also evaluated by seven users through usability testing. In the light of the findings of these evaluations, the researcher was able to make recommendations regarding future developments of e-dictionaries.<br>Dissertation (MIS)--University of Pretoria, 2016.<br>Information Science<br>MIS<br>Unrestricted

The amount of information available in the world is staggering and exciting. However, too much information can be a debilitating problem, and overwhelm people to such an extent that they cannot complete the tasks they set out to do. Even e-dictionaries can have so much information that users do not get the information they really need. Though technology has been the main enabler of the overload of information, it can also be a lifeline. Technology can, and should, be used to enhance e-dictionaries to give users relevant information on demand. Unfortunately, many current e-dictionaries do not make use of the innovative technologies available and drown users in information. This led the researcher to ask to what extent developments in information technology enable e-dictionaries to provide relevant information on demand. To answer the above question, this study started by exploring the current ideals lexicographers have for e-dictionaries, as well as the technologies available to create such ideal e-dictionaries. General usability guidelines were also reviewed. Based on this literature review, a set of criteria was developed according to which e-dictionaries can be evaluated. The main criteria are based on issues related to content, information architecture, navigation, access, help, customisation and innovative technologies. The criteria are intended to allow one to evaluate to what extent e-dictionaries make use of technology to really provide relevant information. The criteria were then used to evaluate five e-dictionaries. A qualitative study was done. Four existing e-dictionaries were evaluated by the researcher using heuristic evaluation. A fifth prototype dictionary, the Afrikaanse idiome-woordeboek, was evaluated by the researcher, but also evaluated by seven users through usability testing. In the light of the findings of these evaluations, the researcher was able to make recommendations regarding future developments of e-dictionaries.<br>Dissertation (MIS)--University of Pretoria, 2016.<br>Information Science<br>MIS<br>Unrestricted

Dictionaries and, to a lesser extent, usage guides provide writers, editors, and users of American English information on how to use the language appropriately. Dictionaries, in particular, hold authority over correct usage of words. However, historically, usage guides and dictionaries were created using the knowledge of a small group of people. Lexicographers like Noah Webster set out to prescribe a proper way of using American English. To make these judgments, they often relied on a combination of study and idiosyncratic intuitions. A similar process took place in creating usage guides. Though these manuals profess to explain how the language is used by American English speakers-or rather by the selected group of speakers deemed "standard" by usage guide editors and lexicographers-ultimately the manuals can only express the perspectives of the editors and lexicographers on this language. Historically, the views of these editors and lexicographers were the best tools available to assess language, but now computer-based corpora allow for studying larger swaths of language usage. This study examines how much dictionaries and usage guides agree with real-world usage found in corpus data. Using the Corpus of Historical American English, a set of dictionaries and usage guides published throughout the last two hundred years were analyzed to see how much agreement they had with corpus data in noting the addition of denominal verbs (i.e., verbs formed by the conversion of nouns as in 'They taped together the box.') in American English usage. It was found that the majority of the time dictionaries noted new denominal verbs before corpus data reflected accepted usage of these verbs. However, about a quarter of the time dictionaries noted new denominal verbs concurrently with the corpus data. These results suggest that dictionaries-and the subjective opinions of the lexicographers that created them-are more aligned with real-world usage than would be expected. Because of sparse listings, results for usage guide agreement was inconclusive.

As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.

La tesi è divisa in tre parti: la prima parte offre un panorama delle principali teorie della valenza sviluppate in Francia e in Italia, con particolare attenzione allo statuto sintattico dei complementi preposizionali (argomenti o aggiuntivi); la seconda parte presenta lo studio contrastivo di 103 verbi francesi tratti dal "Dictionnaire de la Complémentation Verbale" di Salkoff-Valli (in preparazione); la terza parte presenta lo studio contrastivo di due gruppi preposizionali francesi di particolare interesse traduttivo: "de N" con valore di causa e "contre N".<br>This Thesis is divided into three parts : the first one gives an overview of the main valency theories, which have been developed in France and Italy, particularly paying attention to the problem of prepositional complements ambiguity (objects or modifiers of the verb) ; second part proposes a contrastive study of 103 French verbs, taken from Dictionnaire de la Complémentation verbale of Salkoff-Valli (in progress); third part proposes a contrastive study of two French prepositional phrases "de N" indicating a cause, and "contre N", object or specific modifier of the verb , very interesting topic under the point of view of the translation into Italian.

La tesi è divisa in tre parti: la prima parte offre un panorama delle principali teorie della valenza sviluppate in Francia e in Italia, con particolare attenzione allo statuto sintattico dei complementi preposizionali (argomenti o aggiuntivi); la seconda parte presenta lo studio contrastivo di 103 verbi francesi tratti dal "Dictionnaire de la Complémentation Verbale" di Salkoff-Valli (in preparazione); la terza parte presenta lo studio contrastivo di due gruppi preposizionali francesi di particolare interesse traduttivo: "de N" con valore di causa e "contre N".<br>This Thesis is divided into three parts : the first one gives an overview of the main valency theories, which have been developed in France and Italy, particularly paying attention to the problem of prepositional complements ambiguity (objects or modifiers of the verb) ; second part proposes a contrastive study of 103 French verbs, taken from Dictionnaire de la Complémentation verbale of Salkoff-Valli (in progress); third part proposes a contrastive study of two French prepositional phrases "de N" indicating a cause, and "contre N", object or specific modifier of the verb , very interesting topic under the point of view of the translation into Italian.

博士<br>世新大學<br>中國文學研究所<br>107<br>“Hui Ji Ya Su Tong Shi Wu Yin”,“Cheng-pó͘ Lūi-im”,“Tu Jiang Shu Shi Wu Yin”It is an important rhyme book reflecting the sounds of Zhangzhou in the 19th century. It is also a tool for reading and literacy of the general public at that time. They have inherited and pioneered the rhyming books of the early dialects. Although the three rhymes are called the rhymes of Zhangzhou dialect, they are not very similar. Their rhyme has a difference of fifty, thirty, and forty-three rhymes, which shows the combination of rhymes? Still have other complicated factors? The related researches of the early and three dialect rhymes are mostly in the study of the phonology of a single rhyme book. Compared with the rhyme of the three dialects, there are few similarities and differences. This paper intends to compare the similarities and differences between the three books from the sound, rhyme and tone. And observe the sound changes of the three dialect rhymes from a diachronic perspective. “Hui Ji Ya Su Tong Shi Wu Yin”,“Cheng-pó͘ Lūi-im”,“Tu Jiang Shu Shi Wu Yin” in comparison initials, their initials are fifteen sound like, in addition to slightly different prefix name, the initials systems Generally speaking, the correspondence between the fifteen-sound class and the middle-aged consonant is mostly the rule of the system, and the phonological phenomena of the text and white reading layers are different, which fully demonstrates the multi-complex characteristics of the rhyme of the rhyme.The biggest difference in performance phonology three dialects on vowel, “Hui Ji Ya Su Tong Shi Wu Yin”Fifty rhyme, which results from its dialects on points, which rhyme watched too small, there are other dialects heteroaryl mixed into place rhyme.From“Hui Ji Ya Su Tong Shi Wu Yin”,“Cheng-pó͘ Lūi-im”, “Tu Jiang Shu Shi Wu Yin”, you can discover the advantages of impact sound in the “Cheng-pó͘ Lūi-im”has started its end, to“Tu Jiang Shu Shi Wu Yin”in forty-three rhyme should be in contact with the dialect dialect, competition, abandoning some of the characteristics of the sound made difficult, the result left.As Dialect Rhyming Dictionary of three sound change phenomenon, the phenomenon can be found in the bottom of the voice, not like the surface so simple, it is known to the ancient, village, evolution chapter is: the surface has been merged into ts-, but open three vowels in text only There are still differences between the pronunciation, the Zhuang and the chapters. In the proliferation of i-tones, the three rhymes of dialects are only found in fake, effect, salty, mountain, and river. There are very few rhymes, and unlike the official rhymes, the eight rhymes are generally proliferated. In addition, the i-tone does not allow the tongue to be seen, and the rhyme does not make the light lip sound become f-, and the iu media does not become a rhyme. You can see that the three rhymes reflected in the rhyme book are conservative. In other words, it also shows the structure of a voice sound Zhangzhou relatively stable, the internal voice system is not re-recombinant, to adjust it to the sound-level increases stacked presented, which is three unique dialect phonology place.

博士<br>國立成功大學<br>中國文學系<br>105<br>The Chinese characters of Minnan language vary all the time. The volume of disagreement was no less in academia. This thesis analyzes original characters, homophones, and synonyms. First, we analyzed the original characters, including the selected standards and the difference. Second, we analyzed homophones, including the origin and the difference. Finally, we analyzed synonyms, including the difference and the ways of expressing meanings. This thesis discussed the standard of alternate characters in Minnan language by comparing the Chinese characters.

Thesis ( M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2020<br>Bilingual dictionaries often do not meet the needs of dictionary users because they contain information that is not well presented. This poses as a challenge to the users because they end up retrieving the wrong information. Divergence is one of the most important equivalent relation in bilingual dictionaries and lexicographers often take it for granted. This study analyses the presentation of divergence in selected Northern Sotho/English bilingual dictionaries with reference to Pharos Popular Northern Sotho Dictionary and Oxford Northern Sotho/English Bilingual Dictionary. This study further analyses the use of structural markers in bilingual dictionaries because the correct/incorrect use of structural markers also have an impact on the presentation of divergence. This study reveal that bilingual dictionaries can become user-friendly and meet the needs of the users if lexicographers can apply appropriate strategies when compiling dictionaries as this will lead to communicative success

碩士<br>國立高雄師範大學<br>英語學系<br>100<br>ABSTRACT The purpose of this study is to investigate the use of English on-line dictionaries and e-dictionaries for English teachers and students in middle schools in Taiwan. Specifically, the teacher and the student responses to using English on-line dictionaries and e-dictionaries in English instruction were examined. Moreover, their needs and suggestions for the features of English on-line dictionaries and e-dictionaries were compared. The present study recruited 165 English teachers and 165 students in middle schools in Taiwan. In order to collect information about the teacher and the student responses to using English on-line dictionaries and e-dictionaries, the researcher designed A Questionnaire on the Teacher Responses to the Use of English On-line Dictionaries and e-Dictionaries, A Questionnaire on the Student Responses to the Use of English On-line Dictionaries and e-Dictionaries, a teacher interview form and a student interview form. By means of the independent samples t-test and the descriptive statistics, the teacher and the student responses to questionnaires were compared and interpreted. By extracting responses to the open-ended questions in the questionnaires and to those in the interviews for the teachers and the students, the researcher applied the quantitative data analysis in this study. Based on the data analyses, the major findings of the study are summarized as follows: 1. The most frequently-used English on-line dictionary by both the teachers and the students is Yahoo Dictionary, and the most frequently-used e-dictionary by the teachers and the students is Besta. 2. There is a significant difference in the teacher and student responses to the benefits of using English ODs. More students than teachers agree that using ODs helps them understand the equivalent Chinese or English of words. There are six significant differences in the teacher and student responses to the benefits of using English EDs. More students than teachers agree that using EDs helps them understand the definition or the usage, the collocation, the related phrases, the synonym or antonym of an English word, expressions of technical words, and the equivalent Chinese or English of a word. 3. There are four significant differences in the teacher and student responses to the difficulties in using English ODs. More teachers than students agree that ODs provide insufficient vocabulary or phrases, incorrect Chinese translation of vocabulary or phrases, too few example sentences, and limited query speed because of the Network speed. There are seven significant differences in the teacher and student responses to the difficulties in using English EDs. More teachers than students agree that EDs provide insufficient vocabulary or phrases, incorrect Chinese translation of vocabulary or phrases, too few example sentences, inappropriate example sentences, mechanical pronunciation, incorrect heavy syllables, limited query speed, and small display screen and frequent scrolling needed. 4. There are five significant differences in the teacher and student responses to using ODs in English instruction. More students than teachers agree that using ODs in English instruction helps them improve their English reading, writing, speaking, and listening abilities, and helps them dealing with students’ assignments. There are six significant differences in the teacher and student responses to using EDs in English instruction. More students than teachers agree that using EDs helps them improve their English reading, writing, speaking, and listening abilities, and helps them dealing with students’ assignments, and teachers will encourage students to use EDs. 5. The features of the English on-line dictionaries that the teachers would like to increase or improve were example sentences, collocation and related words. The features of the English e-dictionaries that the teachers would like to increase or improve were example sentences, collocation and related phrases. The features of the English on-line dictionaries and e-dictionaries that the students would like to increase or improve were example sentences, pronunciation and translation. Based on the study findings, some pedagogical implications are derived. First, English teachers can integrate instruction of dictionary use into regular curriculum. In addition, students can develop the skills to consult dictionaries and make the most out of the dictionaries they use. Finally, English on-line dictionary providers and e-dictionary manufacturers can improve their products according to the teacher and students responses and suggestions for ODs and EDs.

A research report in part fulfilment of the requirements of an MSc in Science Education at the University of the Witwatersrand<br>This study reports the findings of a research project in a DET (Department of Education and Training)* school in Mamelodi, South Africa, in 1995. An investigrtion was carried out to ascertain whether students benefit from having access to science definitions in their vernacular, and to determine their preference in terms of the medium of instruction in the science classroom. A Science Concept Guide, written at RADMASTE** Centre, was used as the main component of the intervention in a pretest - post-test study. This was followed by student questionnaires and interviews. The Concept Guide consisted of definitions and explanations of Physics and Chemistry concepts arranged according to themes. These explanations were translated into North Sotho. Two groups of Std 10 students participated in the evaluation of the Concept Guide. One group used an English version of the Concept Guide and the other an English and North Sotho version. The differences between the pre-test and post-test scores of each group were compared. The results indicated that a significant improvement in scores had occurred in the English and North Sotho Group. Interview results showed that a number of students were in favour of having learning material of this sort available in their vernacular and claimed that they had found it helpful. In general, both groups expressed favourable comments about the Guide. Opinions about medium of instruction varied. Overall, findings indicate that further efforts in the development of vernacular material for the learning of science would prove beneficial. Although the area of policy decision is outside the scope of this study, it hopes to contribute in some way to the knowledge about the preferred medium of learning in South Africa.<br>Andrew Chakane 2018

Dissertação de European Master in Lexicography<br>Modal particles (MPs) pose a challenge not only in its linguistic description but also in its acquisition and usage by foreign language learners. The number of articles written, and studies conducted on the pedagogical aspects of MPs has steadily increased since the late 1960’s but only a few have dealt with the lexicographical treatment of these lexemes and its interplay with language acquisition. This dissertation aims to bridge this gap by conducting a study on the comprehensibility of usage explanations given in German learner’s dictionaries. The study relates information found in pertinent literature about the acquisition, didactics and lexicographic documentation of MPs with the experiment conducted with learners of German at the Universidade do Minho in Braga, Portugal. Based on a 1981 study by Aila Husso, articles from the pioneer German learners’ dictionary Langenscheidt Großwörterbuch Deutsch als Fremdsprache (LGwDaF) are factored and controlled in the experiment. The results of the experiment are analyzed statistically and are complemented by a qualitative analysis from a questionnaire given to the participants.<br>As partículas modais constituem um desafio, não apenas em termos da sua descrição linguística, mas também no que respeita a sua aquisição e utilização por parte de aprendentes de línguas estrangeiras. O número de publicações produzidas e de estudos focados nos aspetos pedagógicos referentes às partículas modais tem vindo a aumentar desde o final dos anos 60, contudo, são poucos os estudos que se debruçam sobre o tratamento lexicográfico destes lexemas e a sua interligação com a aquisição da língua estrangeira. Esta dissertação visa colmatar esta lacuna através de um estudo sobre a compreensibilidade das explicações de uso das partículas modais nos dicionários de aprendizagem de língua alemã. O estudo estabelece uma ligação entre a informação contida na literatura sobre a aquisição e didática das partículas modais e o estudo experimental conduzido com aprendentes do alemão na Universidade do Minho, em Braga, Portugal. Baseado no trabalho realizado por Aila Husso em 1981, o presente estudo incide sobre as entradas das partículas modais do dicionário de aprendizagem do alemão Langenscheidt Großwörterbuch Deutsch als Fremdsprache (LGwDaF). Os resultados do estudo foram sujeitos a uma análise estatística e complementados com uma análise qualitativa do questionário aplicado aos informantes.

碩士<br>南臺科技大學<br>應用英語系<br>104<br>This study aims to explore the effectiveness of EFL 10th graders’ vocabulary learning with online dictionaries and mobile technology. The participants are ninety-two female 10th graders from a private girls’ high school. One class is assigned as the experimental group, and the other, the control group. Both groups first filled out the English learning background and dictionary user profile questionnaire. Next, the experimental group received a six-week in-class learning session via the aids of the online dictionaries and Quizlet, an online vocabulary learning and assessment platform, through mobile devices like cell phones or tablets. Six weekly vocabulary quizzes were administrated individually before each session to test the previous learned vocabulary knowledge. Then, the participants of the experiment group took the perception of mobile-assisted language learning (P-MALL) questionnaire after the treatment. Meanwhile, ten of the participants from the experiment group were further interviewed to collect qualitative data. The findings of this study are expected to have significant pedagogical implications by empowering EFL learners to be more aware of the effectiveness of mobile learning. Based on the results of the experiment, the present study has the following major findings: 1. Based on the weekly VKS scores, questionnaires and interviews, the experimental group made improvement in their vocabulary learning after the treatment. 2. The experimental group outperformed the control group in the six weekly vocabulary tests 3. The high-achievers statistically excelled the low-achievers in the first three weekly vocabulary tests. 4. The participants had an overall positive attitude toward the MALL learning and its effects on vocabulary learning, yet they did not feel confident in using the MALL instead of the conventional vocabulary learning method. Keywords: vocabulary learning, online dictionaries, dictionary use, MALL

碩士<br>國立中正大學<br>中國文學系暨研究所<br>100<br>This thesis discusses “shuo wen jie zi” “ yu pian” “wu jing wen zi” “long kan shou　jian” “si sheng pian hai” “zi hui” six dictionaries. First, giving a rough accout of background of each dictionary. Secondly, discussing and categorizing chinese radicals and its order that in each dictionary. Then finding the context of radicals evolution of six ditionaries. Finally, reviewing the develop of chinese radicals, making the method of ditionaries’ edition more faultless.

Text in English<br>Abstracts in English, isiXhosa and Afrikaans<br>The Constitution of the Republic of South Africa, Act 108 of 1996, mandates the state to take practical and positive measures to elevate the status and the use of indigenous languages. The implementation of this pronouncement resulted in a growing demand for specialised translations in fields like technology, science, commerce, law and finance. The lack of terminology and resources such as specialised bilingual dictionaries in indigenous languages, particularly isiXhosa remains a growing concern that hinders the translation and the intellectualisation of isiXhosa. A growing number of African scholars affirm the importance of specialised dictionaries in the African languages as tools for language and terminology development so that African languages can be used in the areas of science and technology. In the light of the background above, this study explored how parallel corpora can be interrogated using a bilingual concordancer, ParaConc to extract bilingual terminology that can be used to create specialised bilingual dictionaries. A corpus-based approach was selected due to its speed, efficiency and accuracy in extracting bilingual terms in their immediate contexts. In enhancing the research outcomes, Descriptive Translations Studies (DTS) and Corpus-based translation studies (CTS) were used in a complementary manner. Because the study is interdisciplinary, the function theories of lexicography that emphasise the function and needs of users were also applied. The analysis and extraction of bilingual terminology for dictionary making was successful through the use of the following ParaConc features, namely frequencies, hot word lists, hot words, search facility and concordances (Key Word in Context), among others. The findings revealed that English-isiXhosa Parallel Corpus is a repository of translation equivalents and other information categories that can make specialised dictionaries more user-friendly and multifunctional. The frequency lists were revealed as an effective method of selecting headwords for inclusion in a dictionary. The results also unraveled the complex functions of bilingual concordances where information on collocations and multiword units, sense distinction and usage examples could be easily identifiable proving that this approach is more efficient than the traditional method. The study contributes to the knowledge on corpus-based lexicography, standardisation of finance terminology resource development and making of user-friendly dictionaries that are tailor-made for different needs of users.<br>Umgaqo-siseko weli loMzantsi Afrika ukhululele uRhulumente ukuba athabathe amanyathelo abonakalayo ekuphuhliseni nasekuphuculeni iilwimi zesiNtu. Esi sindululo sibangele ukwanda kokuguqulelwa kwamaxwebhu angezobuchwepheshe, inzululwazi, umthetho, ezemali noqoqosho angesiNgesi eguqulelwa kwiilwimi ebezifudula zingasiwe-so ezinjengesiXhosa. Ukunqongophala kwesigama kunye nezichazi-magama kube yingxaki enkulu ekuguquleleni ngakumbi izichazi-magama ezilwimi-mbini eziqulethe isigama esikhethekileyo. Iingcali ezininzi ziyangqinelana ukuba olu hlobo lwezi zichazi-magama luyimfuneko kuba ludlala iindima enkulu ekuphuhlisweni kweelwimi zesiNtu, ekuyileni isigama, nasekusetyenzisweni kwazo kumabakala obunzululwazi nobuchwepheshe. Olu phando ke luvavanya ukusetyenziswa kwekhophasi equlethe amaxwebhu esiNgesi neenguqulelo zawo zesiXhosa njengovimba wokudimbaza isigama sezemali esinokunceda ekuqulunqweni kwesichazi-magama esilwimi-mbini. Isizathu esibangele ukukhetha le ndlela yophando esebenzisa ikhompyutha kukuba iyakhawuleza, ulwazi oluthathwe kwikhophasi luchanekile, yaye isigama kwikhophasi singqamana ngqo nomxholo wamaxwebhu nto leyo eyenza kube lula ukufumana iintsingiselo nemizekelo ephilayo. Ukutyebisa olu phando indlela yekhophasi iye yaxhaswa zezinye iindlela zophando ezityunjiweyo: ufundo lwenguguqulelo oluchazayo (DTS) kunye neendlela zokuguqulela ezijoliswe kumsebenzi nakuhlobo lwabasebenzisi zinguqulelo ezo. Kanti ke ziqwalaselwe neenkqubo zophando lobhalo-zichazi-magama eziinjongo zokuqulunqa izichazi-magama ezesebenzisekayo neziluncedo kuninzi lwabasebenzisi zichazi-magama ngakumbi kwisizwe esisebenzisa iilwimi ezininzi. Ukuhlalutya nokudimbaza isigama kwikhophasi kolu phando kusetyenziswe isixhobo sekhompyutha esilungiselelwe ikhophasi enelwiimi ezimbini nangaphezulu ebizwa ngokuba yiParaConc. Iziphumo zolu phando zibonise mhlophe ukuba ikhophasi eneenguqulelo nguvimba weendidi ngendidi zamagama nolwazi olunokuphucula izichazi-magama zeli xesha. Kaloku abaguquleli basebenzise amaqhinga ngamaqhinga ukunika iinguqulelo bekhokelwa yimigomo nemithetho yoguqulelo enxuse abasebenzisi bamaxwebhu aguqulelweyo. Ubuchule beParaConc bokukwazi ukuhlela amagama ngokwendlela afumaneka ngayo kunye neenkcukacha zamanani budandalazise indlela eyiyo yokukhetha imichazwa enokungena kwisichazi-magama. Iziphumo zikwabonakalise iintlaninge yolwazi olufumaneka kwiKWIC, lwazi olo olungelula ukulufumana xa usebenzisa undlela-ndala wokwakha isichazi-magama. Esi sifundo esihlanganyele uGuqulelo olusekelwe kwiKhophasi noQulunqo-zichazi-magama zobuchwepheshe luya kuba negalelo elingathethekiyo kwindlela yokwakha izichazi-magama kwilwiimi zeSintu ngokubanzi nancakasana kwisiXhosa, nto leyo eya kothula umthwalo kubaqulunqi-zichazi-magama. Ukwakha nokuqulunqa izichazi-magama ezilwimi-mbini zezemali kuya kwandisa imithombo yesigama esinqongopheleyo kananjalo sivelise izichazi-magama eziluncedo kwisininzi sabantu.<br>Die Grondwet van die Republiek van Suid-Afrika, Wet 108 van 1996, gee aan die staat die mandaat om praktiese en positiewe maatreëls te tref om die status en gebruik van inheemse tale te verhoog. Die implementering van hierdie uitspraak het gelei tot ’n toenemende vraag na gespesialiseerde vertalings in domeine soos tegnologie, wetenskap, handel, regte en finansies. Die gebrek aan terminologie en hulpbronne soos gespesialiseerde woordeboeke in inheemse tale, veral Xhosa, wek toenemende kommer wat die vertaling en die intellektualisering van Xhosa belemmer. ’n Toenemende aantal vakkundiges in Afrika beklemtoon die belangrikheid van gespesialiseerde woordeboeke in die Afrikatale as instrumente vir taal- en terminologie-ontwikkeling sodat Afrikatale gebruik kan word in die areas van wetenskap en tegnologie. In die lig van die voorafgaande agtergrond het hierdie studie ondersoek ingestel na hoe parallelle korpora deursoek kan word deur ’n tweetalige konkordanser (ParaConc) te gebruik om tweetalige terminologie te ontgin wat gebruik kan word in die onwikkeling van tweetalige gespesialiseerde woordeboeke. ’n Korpusgebaseerde benadering is gekies vir die spoed, doeltreffendheid en akkuraatheid waarmee dit tweetalige terme uit hulle onmiddellike kontekste kan onttrek. Beskrywende Vertaalstudies (DTS) en Korpusgebaseerde Vertaalstudies (CTS) is op ’n aanvullende wyse gebruik om die navorsingsuitkomste te verbeter. Aangesien die studie interdissiplinêr is, is die funksieteorieë van leksikografie wat die funksie en behoeftes van gebruikers beklemtoon, ook toegepas. Die analise en ontginning van tweetalige terminologie om woordeboeke te ontwikkel was suksesvol deur, onder andere, gebruik te maak van die volgende ParaConc-eienskappe, naamlik, frekwensies, hotword-lyste, hot words, die soekfunksie en konkordansies (Sleutelwoord-in-Konteks). Die bevindings toon dat ’n Engels-Xhosa Parallelle Korpus ’n bron van vertaalekwivalente en ander inligtingskategorieë is wat gespesialiseerde woordeboeke meer gebruikersvriendelik en multifunksioneel kan maak. Die frekwensielyste is geïdentifiseer as ’n doeltreffende metode om hoofwoorde te selekteer wat opgeneem kan word in ’n woordeboek. Die bevindings het ook die komplekse funksies van tweetalige konkordansers ontknoop waar inligting oor kollokasies en veelvuldigewoord-eenhede, betekenisonderskeiding en gebruiksvoorbeelde maklik identifiseer kon word wat aandui dat hierdie metode viii doeltreffender is as die tradisionele metode. Die studie dra by tot die kennisveld van korpusgebaseerde leksikografie, standaardisering van finansiële terminologie, hulpbronontwikkeling en die ontwikkeling van gebruikersvriendelike woordeboeke wat doelgemaak is vir verskillende behoeftes van gebruikers.<br>Linguistics and Modern Languages<br>D. Litt. et Phil. (Linguistics (Translation Studies))

Within the multilingual context of Zambia, Grade Ten Literature in English language pedagogy could incorporate the learners’ language and culture to help enrich participation and facilitate understanding of concepts among the learners who are in the foundational year of the literature course. However, current Literature in English language pedagogy is characterized by a monolingual practice with English dominating the literature learning/teaching classroom space – thus rendering the learners’ local linguistic and cultural knowledge impotent. To remedy the situation, the study investigated a dominant local language – Bemba – for a linguistic genre suitable for use in Literature in English language pedagogy. Archival retrieval and live recording of Bemba oral traditional narratives produced the initial research data. Transcription and translation techniques created an anthology from which a bilingual resource (BR) was derived. The BR was then trialled among Grade Ten Literature in English language learners in schools in the Copperbelt province of Zambia. Focus group discussions by participants generated evaluative data whose analysis using qualitative techniques indicate that learners responded positively to the bilingual materials and approach. Teachers were equally enthusiastic, describing the bilingual approach to Literature in English language pedagogy as unique, innovative and liberating. A Linguistic Synergy theory was thus developed to account for teachers’ and learners’ experiences in a bilingual Literature in English classroom.<br>English Studies<br>D. Litt. et Phil. (English)