Examples in South African school dictionaries : from theory to practice
Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010. === ENGLISH ABSTRACT: It is generally accepted that illustrative examples are useful in dictionaries, particularly school and learner’s dictionaries. The South African school situation presents unique challenges to lexicograph...
Main Author: | |
---|---|
Other Authors: | |
Format: | Others |
Language: | en |
Published: |
Stellenbosch : University of Stellenbosch
2010
|
Subjects: | |
Online Access: | http://hdl.handle.net/10019.1/4211 |
id |
ndltd-netd.ac.za-oai-union.ndltd.org-sun-oai-scholar.sun.ac.za-10019.1-4211 |
---|---|
record_format |
oai_dc |
collection |
NDLTD |
language |
en |
format |
Others
|
sources |
NDLTD |
topic |
School dictionaries -- South Africa Lexicography Dissertations -- Afrikaans language Theses -- Afrikaans language |
spellingShingle |
School dictionaries -- South Africa Lexicography Dissertations -- Afrikaans language Theses -- Afrikaans language Hiles, Lorna Examples in South African school dictionaries : from theory to practice |
description |
Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010. === ENGLISH ABSTRACT: It is generally accepted that illustrative examples are useful in dictionaries, particularly
school and learner’s dictionaries. The South African school situation presents unique
challenges to lexicographers, as most learners are being taught in English, which is not their
home language, so a monolingual school dictionary is used as a learner’s dictionary, and a
bilingual school dictionary may not contain the learner’s first language. This research aims to
find out how useful examples are to South African learners, and how one can evaluate the
effectiveness of examples in dictionaries.
The first method used in this thesis is the development of a table of categories, which is used
to analyse, compare and evaluate illustrative examples in five different South African school
dictionaries. The data from this table is presented in detail, and the results are discussed and
conclusions drawn. The second method makes use of questionnaires given to learners to find
out whether they are aware of the supportive functions of examples in dictionaries.
The result of the table of categories is a set of guidelines and recommendations for selecting
or inventing suitable examples for use in school dictionaries. The table of categories can also
be used to analyse and compare the examples in existing dictionaries. The result of the
learner questionnaires is that learners do actively look for support for the definition in
examples, especially if the headword is new to them, or they do not understand the definition.
The conclusion of this thesis is that examples are an important part of a dictionary entry and
need to be chosen with care, to provide as much support as possible, within the space
constraints of that particular dictionary === AFRIKAANSE OPSOMMING: Daar word algemeen aanvaar dat voorbeeldmateriaal in woordeboeke, veral in skool- en
aanleerderswoordeboeke, baie nuttig is. Die Suid-Afrikaanse skoolbestel bied unieke
uitdagings aan leksikograwe, aangesien die meeste leerders in Engels (wat nie hulle
moedertaal is nie) onderrig ontvang. Gevolglik word 'n eentalige skoolwoordeboek dikwels
gebruik as 'n aanleerderswoordeboek, en 'n tweetalige woordeboek bevat dikwels nie die
leerder se moedertaal nie. Met hierdie navorsing word gepoog om uit te vind hoe nuttig Suid-
Afrikaanse leerders voorbeeldmateriaal vind, en hoe 'n mens die effektiwiteit van
voorbeeldmateriaal kan evalueer.
Die eerste metode wat in hierdie tesis gebruik word, is die samestelling van 'n tabel van
kategorieë wat dan gebruik word om voorbeeldmateriaal in vyf verskillende Suid-Afrikaanse
skoolwoordeboeke te analiseer, vergelyk en evalueer. Die data in hierdie tabel word
omvattend aangebied, die resultate word bespreek en daar word dan tot gevolgtrekkings
gekom. Die tweede metode maak gebruik van vraelyste wat onder leerders versprei is om uit
te vind of hulle bewus was van die ondersteunende funksies van voorbeeldmateriaal in
woordeboeke.
Die resultaat van die tabel van kategorieë is 'n stel riglyne en aanbevelings aan die hand
waarvan geskikte voorbeelde vir gebruik in skoolwoordeboeke gekies of geskep kan word.
Die tabel van kategorieë kan ook gebruik word om die voorbeeldmateriaal in bestaande
woordeboeke te analiseer en vergelyk. Die uitkoms van die leerdervraelyste toon aan dat
leerders wel aktief in voorbeelde na ondersteuning vir die definisie soek, veral as die
trefwoord by hulle onbekend is of as hulle nie die definisie verstaan nie.
Die gevolgtrekking van hierdie tesis is dat voorbeeldmateriaal 'n belangrike deel van die
woordeboekartikel is en dat voorbeelde met sorg gekies moet word om soveel as moontlik
ondersteuning te bied sonder om die beskikbare ruimte in die spesifieke woordeboek te
oorskry. |
author2 |
Gouws, R. H. |
author_facet |
Gouws, R. H. Hiles, Lorna |
author |
Hiles, Lorna |
author_sort |
Hiles, Lorna |
title |
Examples in South African school dictionaries : from theory to practice |
title_short |
Examples in South African school dictionaries : from theory to practice |
title_full |
Examples in South African school dictionaries : from theory to practice |
title_fullStr |
Examples in South African school dictionaries : from theory to practice |
title_full_unstemmed |
Examples in South African school dictionaries : from theory to practice |
title_sort |
examples in south african school dictionaries : from theory to practice |
publisher |
Stellenbosch : University of Stellenbosch |
publishDate |
2010 |
url |
http://hdl.handle.net/10019.1/4211 |
work_keys_str_mv |
AT hileslorna examplesinsouthafricanschooldictionariesfromtheorytopractice |
_version_ |
1718163206847856640 |
spelling |
ndltd-netd.ac.za-oai-union.ndltd.org-sun-oai-scholar.sun.ac.za-10019.1-42112016-01-29T04:02:34Z Examples in South African school dictionaries : from theory to practice Hiles, Lorna Gouws, R. H. University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch. School dictionaries -- South Africa Lexicography Dissertations -- Afrikaans language Theses -- Afrikaans language Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010. ENGLISH ABSTRACT: It is generally accepted that illustrative examples are useful in dictionaries, particularly school and learner’s dictionaries. The South African school situation presents unique challenges to lexicographers, as most learners are being taught in English, which is not their home language, so a monolingual school dictionary is used as a learner’s dictionary, and a bilingual school dictionary may not contain the learner’s first language. This research aims to find out how useful examples are to South African learners, and how one can evaluate the effectiveness of examples in dictionaries. The first method used in this thesis is the development of a table of categories, which is used to analyse, compare and evaluate illustrative examples in five different South African school dictionaries. The data from this table is presented in detail, and the results are discussed and conclusions drawn. The second method makes use of questionnaires given to learners to find out whether they are aware of the supportive functions of examples in dictionaries. The result of the table of categories is a set of guidelines and recommendations for selecting or inventing suitable examples for use in school dictionaries. The table of categories can also be used to analyse and compare the examples in existing dictionaries. The result of the learner questionnaires is that learners do actively look for support for the definition in examples, especially if the headword is new to them, or they do not understand the definition. The conclusion of this thesis is that examples are an important part of a dictionary entry and need to be chosen with care, to provide as much support as possible, within the space constraints of that particular dictionary AFRIKAANSE OPSOMMING: Daar word algemeen aanvaar dat voorbeeldmateriaal in woordeboeke, veral in skool- en aanleerderswoordeboeke, baie nuttig is. Die Suid-Afrikaanse skoolbestel bied unieke uitdagings aan leksikograwe, aangesien die meeste leerders in Engels (wat nie hulle moedertaal is nie) onderrig ontvang. Gevolglik word 'n eentalige skoolwoordeboek dikwels gebruik as 'n aanleerderswoordeboek, en 'n tweetalige woordeboek bevat dikwels nie die leerder se moedertaal nie. Met hierdie navorsing word gepoog om uit te vind hoe nuttig Suid- Afrikaanse leerders voorbeeldmateriaal vind, en hoe 'n mens die effektiwiteit van voorbeeldmateriaal kan evalueer. Die eerste metode wat in hierdie tesis gebruik word, is die samestelling van 'n tabel van kategorieë wat dan gebruik word om voorbeeldmateriaal in vyf verskillende Suid-Afrikaanse skoolwoordeboeke te analiseer, vergelyk en evalueer. Die data in hierdie tabel word omvattend aangebied, die resultate word bespreek en daar word dan tot gevolgtrekkings gekom. Die tweede metode maak gebruik van vraelyste wat onder leerders versprei is om uit te vind of hulle bewus was van die ondersteunende funksies van voorbeeldmateriaal in woordeboeke. Die resultaat van die tabel van kategorieë is 'n stel riglyne en aanbevelings aan die hand waarvan geskikte voorbeelde vir gebruik in skoolwoordeboeke gekies of geskep kan word. Die tabel van kategorieë kan ook gebruik word om die voorbeeldmateriaal in bestaande woordeboeke te analiseer en vergelyk. Die uitkoms van die leerdervraelyste toon aan dat leerders wel aktief in voorbeelde na ondersteuning vir die definisie soek, veral as die trefwoord by hulle onbekend is of as hulle nie die definisie verstaan nie. Die gevolgtrekking van hierdie tesis is dat voorbeeldmateriaal 'n belangrike deel van die woordeboekartikel is en dat voorbeelde met sorg gekies moet word om soveel as moontlik ondersteuning te bied sonder om die beskikbare ruimte in die spesifieke woordeboek te oorskry. 2010-02-08T07:58:42Z 2010-08-13T15:00:12Z 2010-02-08T07:58:42Z 2010-08-13T15:00:12Z 2010-03 Thesis http://hdl.handle.net/10019.1/4211 en University of Stellenbosch vi, 136 p. : ill. Stellenbosch : University of Stellenbosch |