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n Lexikos - Inclusion strategies for multi-word units in monolingual dictionaries

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Abstract


Hierdie artikel fokus op opnamestrategieë vir verskillende veelwoordige een- hede, hetsy as deel van die makrostruktuur of ingebed as behandelingseenhede in die mikrostruktuur van 'n bepaalde woordeboek. Die tipes veelwoordige eenhede wat bespreek word, wissel van veelwoordige leksikale items tot kollokasies en veelwoordige samestellings. Die algemene beginsels wat in hierdie artikel uiteengesit word, word spesifiek op eentalige skoolwoordeboeke wat leerders van Engels in die junior sekondêre fase teiken, toegepas.
Om opnamestrategieë toereikend te bespreek, is dit egter nodig om eers 'n onderskeid te tref tussen idiome en kollokasies aan die een kant, en tussen kollokasies en veelwoordige samestellings aan die ander. Daar word aangetoon dat die huidige eentalige woordeboeke dikwels nalaat om tussen hierdie tipes te onderskei en derhalwe potensieel verwarrende opnamestrategieë toepas.
In die bespreking van opnamestrategieë wat daarop volg, word aangetoon dat, terwyl leenwoordgroepe en groepvoorsetsels lemmatisering as volle multileksikale lemmas benodig, die strategie vir idiome nie so eenvoudig is nie. Die probleme met 'n volle lemmatisering van idiome word uitgewys en 'n alternatiewe stelsel waardeur idiome konsekwent as sublemmas met volle mikrostrukturele behandeling opgeneem word, word voorgestel.
Vervolgens word aangetoon dat kollokasies nie leksikale-itemstatus het nie en dus nie op 'n soortgelyke wyse as meerwoordige leksikale items behandel kan word nie. Daar moet egter daarvoor voorsiening gemaak word dat sommige kollokasies wel addisionele mikrostrukturele behandeling mag benodig.
Laastens word opnamestrategieë vir meerwoordige samestellings, wat dikwels in Engels voorkom, bespreek. Die gewoonte om sogenaamde "deursigtige" samestellings te sublemmatiseer en dan van min of geen mikrostrukturele behandeling te voorsien nie, word as onvanpas vir skoolwoordeboeke getoon.
Hopelik kan die riglyne wat in hierdie artikel verskaf word, van hulp wees om die verwarde benaderings wat tans in sommige Suid-Afrikaanse eentalige woordeboeke gevolg word, op te klaar.

This article focuses on inclusion strategies for different types of multi-word units, be it as part of the macrostructure or embedded as treatment units in the microstructure of a specific dictionary. The types of multi-word units discussed range from multi-word lexical items to collocations and multi-word compound lexical items. The general principles set out in this article are applied specifically to monolingual school dictionaries that target learners of English in the junior secondary phase.


In order to discuss inclusion strategies adequately it is, however, necessary to make a cursory distinction between idioms and collocations, on the one hand, and between collocations and multiword compound lexical items, on the other. It is shown that current monolingual dictionaries often fail to distinguish between these types and therefore apply potentially confusing inclusion strategies.
In the discussion of inclusion strategies for multi-word lexical items that follows, it is shown that, whereas loan groups and group prepositions require lemmatisation as full multilexical lemmas, the strategy for idioms is not as simple. The problems with a full lemmatisation of idioms are pointed out and an alternative system, whereby idioms are consistently included as sublemmas with full microstructural treatment, is proposed.
Next it is shown that collocations do not have lexical item status and can therefore not be treated in the same way as multi-word lexical items. However, provision must be made that some collocations may need additional microstructural treatment addressed to them.
Lastly, inclusion strategies for multi-word compound lexical items, which frequently occur in English, are discussed. The practice of sublemmatising so-called "transparent" compound lexical items and giving them no or little microstructural treatment, is shown to be inappropriate for school dictionaries.
Hopefully the guidelines provided in this article can be of some help in clearing up the muddled approaches currently followed in some South African monolingual school dictionaries.

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/content/lexikos/16/1/EJC60558
2006-01-01
2016-12-09
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