Teaching lexicography at a South African university

Nkomo, Dion

doi:10.5785/30-1-558

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…Landau 2001) towards a rediscovery and redefinition of its true identity and status. The ongoing scholarly debate, which takes place in journals, conference proceedings, books and handbooks, revolves around three sets of interrelated key issues: firstly, the scope of lexicography; secondly, the scientific status of lexicography; and thirdly, the teaching of lexicography as an academic subject (for a representative cross section, see Adamska-Sałaciak 2019;Bergenholtz 2012;Bergenholtz and Gouws 2012;Bogaards 2010;Gouws 2012;Magay 2000;Margalitadze 2018;Martynova et al 2015;Nkomo 2014;Tarp , 2012Tarp , 2018Wiegand 1984).…”

Section: Opening Remarks: Lexicography As a University Coursementioning

confidence: 99%

Lexikos 30

Lexikos¹

2020

LEXI

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Transcending the boundaries of printed lexicographic resources is becoming easier in the digital age, with e-resources facilitating restrictions on the size and type of information that can be included. In this article we explore innovative ways of documenting and preserving African indigenous knowledge, often underrepresented in traditional dictionaries, in an existing digital lexical database. Our approach is based on the extension of the African Wordnet, a lexical database under construction for nine African languages, in this case applied to isiZulu. This article addresses the challenge of consolidating dispersed indigenous knowledge collected from a variety of sources such as conventional dictionaries, interdisciplinary publications and a flat-structured online database, in a digitised hierarchical wordnet structure. A representative sample of traditional domestic utensils in Zulu culture is used to demonstrate the conversion into a set of typical semantic relations in a wordnet structure. By focusing on filling lexical gaps between isiZulu and English as found in the Princeton WordNet, with culturally relevant synsets, the African Wordnet also becomes a useful resource for natural language processing. Finally, it is shown how the hierarchical classification of selected domestic utensils is visually presented in wordnet graphs in the Wordnet-Loom interface.

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Section: Opening Remarks: Lexicography As a University Coursementioning

confidence: 99%

Lexikos 30

Lexikos¹

2020

LEXI

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“…With this article, we would like to contribute to the enrichment of studies on the teaching of lexicography (and dictionary skills) as an academic subject. The more widely we share our academic experiences, the more insight we can provide into different practical teaching methodologies and their effectiveness (for more on the subject, see for example Bae 2011;Béjoint 1989;Chi 1998;Hartmann 2001;Magay 2000;Martynova et al 2015;Nkomo 2014;Prćić 2020;P. Márkus 2020b).…”

Section: Introductionmentioning

confidence: 99%

Developing Dictionary Skills through Monolingual and Bilingual English Dictionaries at Tertiary-level Education in Hungary

Márkus,

Dringó-Horváth

2023

LEXI

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Among reference works, dictionaries are particularly important in foreign language learning. Dictionaries provide language learners with a wide range of data, however, wading through the mass of data and information can be a daunting task. Mastering dictionary skills should be important in the language learning process; however, in official educational documents in Hungary, there are no clear guidelines on how to develop these skills. By integrating dictionary skills into the curriculum and teaching them explicitly in lessons, teachers could play an important role in bridging the gap between lexicographers and dictionary users. In the present study, we report on our methods of teaching lexicography and dictionary skills to students at a Hungarian university. The authors are speaking from experience, the discussion and accompanying material are based on more than 15 years of teaching practice. To ensure that the training can meet the expanding needs of young students, a longitudinal study was launched in 2020 to examine students' changing habits and needs. The aims of the article are threefold: first, to encourage the teaching of lexicography at university level by providing concrete methods, then to highlight the importance of dictionary skills, and finally, to emphasise the importance of integrating the effective teaching of the use of electronic dictionaries into dictionary didactics. In this context, the article underlines the need to incorporate new evaluation criteria as well as to develop new skills for digital dictionaries, different from those for print dictionaries, into education. Keywords: teaching lexicography, dictionary didactics, reference skills, dictionary skills, dictionary use, university course design, course evaluation, online dictionaries, evaluation of dictionaries

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“…Landau 2001) towards a rediscovery and redefinition of its true identity and status. The ongoing scholarly debate, which takes place in journals, conference proceedings, books and handbooks, revolves around three sets of interrelated key issues: firstly, the scope of lexicography; secondly, the scientific status of lexicography; and thirdly, the teaching of lexicography as an academic subject (for a representative cross section, see Adamska-Sałaciak 2019; Atkins 2008; Bergenholtz 2012; Bergenholtz and Gouws 2012;Bogaards 2010;Gouws 2012;Hartmann 2001;Magay 2000;Margalitadze 2018;Martynova et al 2015;Nkomo 2014;Tarp 2008Tarp , 2012Tarp , 2018Wiegand 1984).…”

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confidence: 99%

Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations

Prćić

2020

LEXI

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This paper offers an account of a university course in Lexicography, designed particularly for advanced EFL students. The discussion and accompanying material derive from around fifteen years of the author's experience in developing and teaching this course. The aims of the paper are twofold: firstly, to draw attention to the fact that lexicography today is no longer just 'the art and craft of' dictionary making of yesteryear but a fully-fledged applied linguistic discipline, with its own theory, methodology and practice, some of which is teachable as a dedicated academic subject; and secondly, to encourage the teaching of practical and theoretical lexicography to university students by putting forward concrete proposals. The exposition is divided into five parts, as follows: Section 1 brings some opening remarks, including that on the scientific status of lexicography; Section 2 reviews theoretical aspects regarding the design of this course; Section 3 describes practical aspects regarding the implementation of the course; Section 4 examines critical aspects regarding the evaluation of the course; and Section 5 recapitulates the main points of the paper and projects the modifications to the course in the future.

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Teaching lexicography at a South African university

Cited by 5 publications

References 33 publications

Lexikos 30

Lexikos 30

Developing Dictionary Skills through Monolingual and Bilingual English Dictionaries at Tertiary-level Education in Hungary

Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations

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