n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Leerdergedrewe leksikografie




Modern-day lexicographic theory prefers a user-directed approach where the needs and reference skills of a well-identified target user should determine the functions, structures and contents of a dictionary. This paper follows this approach and indicates the importance of the user-driven approach to ensure a less rigid application of the lexicographic typological classification. It is shown that it is necessary to substitute the generic lexicographic structures with type- and dictionary-specific structures. Suggestions are made for the application of this new approach to school dictionaries. The paper illustrates how the planning of the data distribution structure and the use of a frame structure can benefit the target user by accommodating the kind of data relevant to the day to day learning experience. Closer cooperation is needed between lexicographers and educators. New attempts need to be made to enhance the dictionary culture. This may lead to an approach where dictionaries are integrated into the text books to complement the formal study material.


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