Example Sentences in Bilingual School Dictionaries

Abstract

Dictionaries are written for a specific user group and the content and presentation must therefore be directed/aimed at that specific target group. In the past dictionaries were often compiled without the lexicographers really taking time and researching the intended users and their specific needs. School dictionaries especially were often compiled after very little or no attention being paid to the users and their needs. This article will look at the role of example sentences in dictionary articles, different types of example sentences as well as the criteria for example sentences in bilingual school dictionaries in order to ensure that the final product is natural, typical, informative, intelligible and of use to the user. Keywords: SCHOOL DICTIONARY, USER, USER NEEDS, EXAMPLE SENTENCE, VOCABU-LARY, LEMMA, CITATION, CITATION EXAMPLE, COMPETENCE EXAMPLEOpsomming: Voorbeeldsinne in tweetalige skoolwoordeboeke. Woordeboeke word saamgestel vir 'n spesifieke gebruikersgroep en die inhoud en aanbieding moet daarom op die spesifieke teikengroep gerig wees. In die verlede is woordeboeke dikwels saamgestel sonder dat die leksikograwe werklik tyd daaraan bestee het om navorsing te doen oor die beoogde gebruikers en hulle spesifieke behoeftes. Skoolwoordeboeke is veral saamgestel sonder dat daar veel of enige aandag aan die gebruikers en hulle behoeftes geskenk is. In hierdie artikel sal daar gekyk word na die rol van voorbeeldsinne in woordeboekinskrywings, verskillende tipes voorbeeldsinne sowel as die kriteria vir voorbeeldsinne in tweetalige skoolwoordeboeke om te verseker dat die eindproduk natuurlik, tipies, informatief, verstaanbaar en van nut is vir die gebruiker.Sleutelwoorde: SKOOLWOORDEBOEK, GEBRUIKER, GEBRUIKERSBEHOEFTES, VOOR-BEELDSIN, WOORDESKAT, LEMMA, SITAAT, SITAATVOORBEELD, GEBRUIKSVOORBEELD IntroductionDictionaries are written for a specific user group and the content and presentation must therefore be directed/aimed at that specific target group. In the past dictionaries were often compiled without the lexicographers really taking time and researching the intended users and their specific needs. School dictionaries especially were often compiled after very little or no attention being paid to the users and their needs. Often a number of articles were extracted from an existing bilingual dictionary and then published as a school dictionary, when in reality the so-called school dictionary was nothing more than a condensed ver-

Para uma teoria do exemplo lexicográfico: formas e funções da exemplificação em dicionários semasiológicos

“…Existe, no âmbito (meta)lexicográfico, um consenso a respeito da importância do exemplo no cumprimento de diversas funções no interior da microestrutura de dicionários de língua, tais como complementar a definição, apresentar contextos sintáticos, introduzir informações culturais ou atestar a ocorrência de uma palavra ou acepção. A relevância do tema é corroborada pelo número considerável de estudos que retomam o problema da exemplificação nos dicionários de língua (cf., por exemplo, MARTIN, 1989;HARRAS, 1989;MINAEVA, 1992;TOOPE, 1996;HUMBLÉ, 1996;1998;GARRIGA ESCRIBANO, 2001;2003;STEIN, 2002;FOURMENT-BERNI CANANI, 2002;HEINZ, 2002;SIMPSON, 2003;BARGALLÓ ESCRIVÁ, 2008;HILES, 2011;ROBLES I SABATER, 2011;DIDAKOWSKI;GEYKEN, 2012;POTGIETER, 2012;JESENŠEK, 2013;FRANKENBERG-GARCÍA, 2015;LIU, 2017;KOSEM, 2017;OSSELTON, 2018;KOSEM et al, 2019;GANTAR et al, 2019;LETTNER, 2020), sem contar o destaque que se costuma conferir ao tema nos manuais de lexicografia (cf., por exemplo, REY-DEBOVE, 1971;DUBOIS, 1971;ZGUSTA, 1971;MERZAGORA, 1987;LANDAU, 2001;KLOTZ, 2003;WELKER, 2004;SVENSÉN, 2009;HERBST, 2016). Não obstante, a maioria dos estudos que abordam a questão da exemplificação em dicionários de língua preocupam-se preponderantemente com o estabelecimento de tipologias baseadas quase sempre na distinção entre exemplo e abonação 1 , ou ainda entre as funções de recepção e produção linguística, sem que -pelo menos até o momento -haja sido desenvolvida uma metodologia 2 que permi...…”

Die onderrig van woordeboek- en taalvaardighede aan Grondslagfase-leerders

“…Vergelyk Potgieter (2012), Tarp en Gouws (2012, 2010, 2004, Van der Merwe (2012), Beyer (2010), Gouws (2006), Gouws en Tarp (2008) en Tarp (2004Tarp ( , 2011, in hierdie verband.…”

Multimodal Exemplification:The Expansion of Meaning in Electronic Dictionaries

“…User research should focus on user needs in specific types of situations, which may lay a foundation for customized example classifications (cf. Bergenholtz and Bothma 2011;Potgieter 2012). Furthermore, multimodal lexical databases should be built on the basis of multimodal corpora and be finely tuned to a variety of parameters or facets of user customization (cf.…”