Lexikos - Volume 20, Issue 1, January 2010

In this article, a case is presented of an existing dictionary that is aimed at users with a minimum of primary 7 education, now faced with demands from users in primary 1-3. The reason for this demand is the result of the fact that Lusoga is currently being implemented as a medium of instruction in Uganda, in an environment where there is hardly any literature to serve the intended purpose. A review of the existing literature in and on Lusoga shows that the monolingual Lusoga dictionary- Eiwanika ly'Olusoga (WSG) - is the only reference work with essential information, in Lusoga, that can initiate the teaching of Lusoga at the elementary level. Although the information in the WSG may fit the purpose at hand, that information is mainly presented as a summary, with statements of conclusions only. Explanations to ease its access to the new user are thus missing. Findings from a pilot study conducted by the National Curriculum Development Centre on the implementation of the teaching of Lusoga reveal that the new user is not only the primary 1-3 pupil, but also the teacher who will need to instruct that pupil. Since children's literature requires additional consideration beyond what can be presently availed, and since the WSG was actually compiled for an advanced user, the focus is shifted from the primary 1-3 pupil to the primary teacher. For that teacher, it is suggested to compile an additional Guide, expanding on the various extra-matter texts and especially the Language Portrait found in the WSG. This is done on the assumption that once the information is expanded and re-represented, a teacher will be able to combine the information in the Guide with that in the WSG, in order to make a Lusoga syllabus from which to draft Lusoga lessons. Although the ideal would of course be to be able to produce fully-fledged customised primers from scratch, this article's main argument is that in the absence of both human and financial resources to do so, one can reuse and expand on the data found in an existing higher-level dictionary.

Eiwanika ly'Olusoga lizuuseeku omukozesa ataali muluubilile. Mu lupapula muno mulagibwamu engeli Eiwanika ly'Olusoga elyawandiikilwa omukozesa atuuseeku mu kyomusanvu bwe lizuuseeku omukozesa okuva mu kibiina kyolubelyebelye okutuuka mu kyokusatu. Kino kiidhie lwa kuba ensomesa y'olulimi Olusoga eli kuteebwa mu nkola aye ng'ebyetaagisa okutuukiliza omulimu guno bikaali kutuukilizibwa. Okwekeenenia kw'ebiwandiiko ebiliwo ku oba mu Lusoga ebisobola okwemelezaawo ensomesa mu lulimi Olusoga kuzwile nti Eiwanika ni lyonka elilina ebyetaagibwa okusimba omusingi gw'ebyendhegelesa mu lulimi Olusoga ebisobola okutuukana n'ebyetaago by'omukozesa aluubililwa mu kiseela kino. Waile ng'amakobo g'Eiwanika gaaliba gatuukana n'ebyetaago by'omukozesa ono, engeli ye gaategekebwa mu Iwanika teyanguyila mukozesa ono muyaaka kugeeyunila bukalamu. Okwinhonhola kw'amakobo g'Eiwanika kwasinga kukolebwa mu musomo amakobo gano mwegaasibuka. Kale kyaba nti amakobo agandi gazila bulungi businziilo mu Iwanika busobola kwetengelela kuyamba omukozesa aluubililwa. Ebyava mu kugezesa ensomesa y'ebyennnimi enzaalilanwa mu Uganda okwakolebwa ekitongole kya National Curriculum Development Centre byazuula nti omusomi ti ni yenka ayenda okutendekebwa aye n'omusomesa agya akusomesa yeena ayenda obuyambi. Engeli ebiwandiiko by'abaana abato bwe by'ekengelwa einho ate ng'omukozesa omuluubilile ow'Eiwanika yali muntu mukulu, eisila lili ku musomesa w'abasomi abo. Okutendeka omusomesa ono mu bimwetaagibwamu ng'asomesa Olusoga, akatabo akandi akalaga engeli y'okusomesaamu amakobo g'Eiwanika kaidha kuwandiikibwa okumulaga engeli y'ayinza okukozesa ebili mu nnhandhula ni mu nfaanana y'olulimi mu Iwanika okutegeka amasomo g'Olusoga ag'endhawulo. Waile nga kyali gwaine nti ebitabo ebita eisila ku nsomesa y'Olusoga mu pulaimale n'ebyalisinze kwetaagibwa, olupapula luno lusinziile ku mbeela eliwo buti ey'eibula ly'ensako n'abakugu abanoonheleza ku Lusoga, n'okusalawo okukozesa ekiwandiiko ekiliwo mu kiseela kino okugaziya emigaso gya kyo eli okutembeeta ensomesa y'olulimi Olusoga ng'esinziilwa ku Iwanika.

This article focuses on the treatment of polysemy and homonymy in general-purpose monolingual dictionaries with special reference to Isichazamazwi SesiNdebele. It was found that there are some inconsistencies in the treatment of polysemous and homonymous entries in this dictionary. The article shows that an overreliance on one criterion, particularly etymology, to distinguish polysemy and homonymy is often misleading and unreliable. Polysemy itself has its own inherent complexities, among these being the problem of determining the exact number of meanings of a polysemous lemma. When the meanings of a polysemous lemma are listed, the central or primary meaning, which is not always easily ascertainable, should come first. A holistic approach is proposed to distinguish polysemy and homonymy, which entails the use of the following criteria: etymology, relatedness vs unrelatedness of meaning, componential analysis, the identification of the central or core meaning and the test of ambiguity. Whatever results are obtained from a particular criterion, these findings must be compared with those of other criteria, and verified against native speakers' intuitive knowledge and introspective judgements.

Die behandeling van polisemie en homonimie in eentalige algemene woordeboeke met spesiale verwysing na Isichazamazwi SesiNdebele. Hierdie artikel fokus op die behandeling van polisemie en homonimie in algemene eentalige woordeboeke met spesiale verwysing na Isichazamazwi SesiNdebele. Daar is vasgestel dat daar 'n aantal inkonsekwensies in die behandeling van poliseme en homonieme inskrywings in hierdie woordeboek is. Die artikel toon dat 'n te groot steun op een kriterium, veral etimologie, om polisemie en homonimie te onderskei, dikwels misleidend en onbetroubaar is. Polisemie self het sy eie inherente gekompliseerdhede waarvan sommige die probleem is om die presiese aantal betekenisse van 'n poliseme lemma te bepaal. Wanneer die betekenisse van 'n poliseme inskrywing gelys word, behoort die sentrale of primêre betekenis wat nie altyd maklik bepaalbaar is nie, eerste te kom. 'n Holistiese benadering word voorgestel om polisemie en homonimie te onderskei wat die gebruik van die volgende kriteria behels: etimologie, verwantskap teenoor nieverwantskap van betekenis, die identifikasie van die sentrale of kernbetekenis en die toets van dubbelsinnigheid. Watter resultate van 'n bepaalde kriterium ookal verkry word, hierdie bevindinge moet vergelyk word met daardie van ander kriteria, en uiteindelik geverifieer word met moedertaalsprekers se intuïtiewe kennis en introspektiewe oordeel.

One of the main problems facing speakers and language practitioners of indigenous African languages is the shortage of appropriate dictionaries for a variety of purposes. This lack results in users consulting any available but inappropriate dictionaries. Quite often, users are disappointed because a wrong dictionary does not normally provide the required assistance. Various functions, which the dictionary may serve, are sought in vain from inappropriate dictionaries and other terminological products. Consequently, the potential of lexicography in general and specialised lexicography in particular, remains unrealised owing to a variety of reasons. This article which mainly discusses the specialised dictionary, draws insights from Wiegand's (1984) general theory of lexicography and the theory of lexicographic functions (Bergenholtz and Tarp 1995, 2003; Tarp 2000, 2002, 2008) to affirm the role of specialised dictionaries in indigenous African languages and also to give insights into how such dictionaries may be produced.

Die bevestiging van 'n rol vir gespesialiseerde woordeboeke in die inheemse Afrikatale. Een van die hoofprobleme waarvoor sprekers en taalpraktisyns van inheemse Afrikatale te staan kom, is die tekort aan gepaste woordeboeke vir 'n verskeidenheid doeleindes. Hierdie gebrek lei daartoe dat gebruikers enige bekombare maar ongeskikte woordeboeke raadpleeg. Heel dikwels word gebruikers teleurgestel omdat 'n verkeerde woordeboek nie normaalweg die verlangde hulp verskaf nie. Verskillende funksies wat die woordeboek kan aanbied, word tevergeefs in ongeskikte woordeboeke en ander terminologiese produkte gesoek. Gevolglik bly die potensiaal van die leksikografie in die algemeen en die gespesialiseerde leksikografie in die besonder onverwesenlik vanweë 'n verskeidenheid redes. Hierdie artikel wat hoofsaaklik die gespesialiseerde leksikografie bespreek, verkry insigte uit Wiegand (1984) se algemene teorie van die leksikografie en die teorie van leksikografiese funksies (Bergenholtz and Tarp 1995, 2003; Tarp 2000, 2002, 2008) om die rol van gespesialiseerde woordeboeke in die inheemse Afrikatale te bevestig, en ook om insigte te verskaf in hoe sulke woordeboeke gemaak kan word.

Leksikografiese liniale vir Afrikaans en die Afrikatale is 'n dekade oud en word algemeen gebruik in die samestelling van woordeboeke. Die samestellers het dit tot dusver nie nodig geag om hierdie liniale te verifieer of te verfyn nie. Kritiek is egter uitgespreek op die samestelling van die Afrikaanse Liniaal en dit word in hierdie artikel opgevolg deur 'n poging tot verifiëring van die bestaande liniaal asook 'n herberekening of verfyning van die Afrikaanse Liniaal. Vir die verifiëring word 'n sogenaamde stresfaktor as die basiese benadering gebruik. Dertien liniale word bereken deur middel van 13 subkorpusse van Afrikaans wat doelbewus só saamgestel is dat dit die mees ongunstige toestande vir die bestaande liniaal skep ten einde te bepaal tot watter mate sodanige liniale afwyk van die Afrikaanse Liniaal. Verfyning van die Afrikaanse Liniaal word gedoen deur die gemiddelde van vyf liniale te neem wat gebaseer is op dié tipes tekskategorieë wat internasionaal in sogenaamde gebalanseerde en verteenwoordigende korpusontwerpe voorgehou word. Vir dié doel word korpusse saamgestel van koeranttekste, kreatiewe skryfwerk, religieuse tekste en sowel formele as informele taalgebruik. Die gemiddelde waardes van die Afrikaanse Liniaal en die verfynde liniaal word dan as 'n nuwe sogenaamde 2010 Liniaal vir Afrikaans voorgehou. Ten slotte word die onlangs voltooide dele XII en XIII van die Woordeboek van die Afrikaanse Taal kortliks met die Afrikaanse Liniaal gemeet.

The Verification, Refinement and Application of Lexicographic Rulers for Afrikaans. Lexicographic rulers for Afrikaans and the African languages are a decade in existence and are generally used for the compilation of dictionaries. To date the compilers of these rulers did not feel the need to verify or to refine these rulers. Criticism has however been expressed against the ruler for Afrikaans and this is followed up in this article by an effort to verify the existing ruler and a recalculation or refinement of the Afrikaans Ruler. For verification a so-called stress factor is used as the basic approach. Thirteen rulers are calculated by means of 13 sub-corpora of Afrikaans purposely compiled to create the most unfavourable circumstances for the existing ruler in order to ascertain to what extent these rulers deviate from the Afrikaans Ruler. Refinement of the Afrikaans Ruler is done by calculating the average of five rulers based on those categories that are internationally being used in so-called balanced and representative corpora. For this purpose, corpora are compiled from newspaper texts, creative writing, religious texts and formal as well as informal texts. The average values of the Afrikaans Ruler and the refined ruler are then presented as a new so-called 2010 Ruler for Afrikaans. Finally the recently completed volumes XII and XIII of the Woordeboek van die Afrikaanse Taal will briefly be compared with the Afrikaans Ruler.

This article outlines a new approach to data access in electronic encyclopaedias. Contrary to most of the existing research, which treats access as a lexicographer-dominated, structural concept, access is viewed here as a process which is essentially user-driven. The role of the lexicographer is to facilitate this process, so that it can become rapid and unimpeded, but their control of it should be reduced to a minimum. This can only be achieved if access to data is adjusted to the specific type of need for information. Accordingly, the article examines three forms of data access applicable in situations in which the user experiences the need for a finite, specific amount of information. The results of the examination confirm that access to data is indeed a process whose success depends on the interaction between the user, the data, and the type of need for information which the given reference work aims to satisfy.

Die nagaan van kennis in aanlynensiklopedieë : op weg na 'n gedragsbenadering tot datatoeganklikheid. Hierdie artikel skets 'n nuwe benadering tot datatoegang in elektroniese ensiklopedieë. In teenstelling met die meeste bestaande navorsing wat toegang behandel as 'n leksikograaf beheerste, strukturele konsep, word toegang hier gesien as 'n proses wat hoofsaaklik gebruikersgedrewe is. Die rol van die leksikograaf is om hierdie proses te vergemaklik sodat dit vinnig en ongehinderd kan plaasvind, maar sy beheer daarvan behoort tot 'n minimum beperk te word. Dit kan slegs bereik word indien toegang tot data aangepas word by die spesifieke soort behoefte aan inligting. Gevolglik behandel die artikel drie maniere van datatoegang wat van toepassing is in situasies waarin die gebruiker die behoefte vir 'n definitiewe, spesifieke hoeveelheid inligting ondervind. Die resultate van die ondersoek bevestig dat toegang tot data inderdaad 'n proses is waarvan die sukses berus op die wisselwerking tussen die gebruiker, die data en die soort behoefte aan inligting wat die bepaalde naslaanwerk beoog om te bevredig.

This article focuses on some of the problems raised by Atkins and Rundell's (2008) approach to the design of lexicographic definitions for members of lexical sets. The questions raised are how to define and identify lexical sets, how lexical conceptual models (LCMs) can support definitional consistency and coherence in defining members of lexical sets, and what the ideal content and structure of LCMs could be. Although similarity of meaning is proposed as the defining feature of lexical sets, similarity of meaning is only one dimension of the broader concept of lexical coherence. The argument is presented that numerous conceptual lexical models (e.g. taxonomies, folk models, frames, etc.) in fact indicate, justify or explain how lexical items cohere (and thus form sets). In support of Fillmore's (2003) suggestion that definitions of the lexical items of cohering sets should be linked to such explanatory models, additional functionally-orientated arguments are presented for the incorporation of conceptual lexical models in electronic monolingual learners' dictionaries. Numerous resources exist to support the design of LCMs which can improve the functionality of definitions of members of lexical sets. A few examples are discussed of how such resources can be used to design functionally justified LCMs.

Verbetering van die funksionaliteit van woordeboekdefinisies vir leksikale versamelings : die rol van definisiematryse, definisie-eenvormigheid, definisie-samehang en die inkorporering van leksikale konseptuele modelle. Hierdie artikel fokus op sommige van die probleme wat ter sprake kom deur Atkins en Rundell (2008) se benadering tot die ontwerp van leksikografiese definisies vir lede van leksikale versamelings. Die vrae wat gestel word, is hoe leksikale versamelings gedefinieer en geïdentifiseer moet word, hoe leksikale konseptuele modelle (LKM's) definisie-eenvormigheid en -samehang kan ondersteun by die definiëring van lede van leksikale versamelings en wat die ideale inhoud en struktuur van LKM's sou kon wees. Alhoewel betekenisooreenkoms as dié definiërende kenmerk van leksikale versamelings voorgestel word, is betekenisooreenkoms net een dimensie van die breër konsep van leksikale samehang. Die argument word aangevoer dat verskeie konseptuele leksikale modelle (bv. taksonomieë, lekemodelle, rame, ens.) in werklikheid aandui, motiveer of verduidelik hoe leksikale items saamhang (en dus versamelings vorm). Ter ondersteuning van Fillmore (2003) se voorstel dat definisies van die leksikale items van samehangende versamelings met sulke verduidelikende modelle gekoppel moet word, word bykomende funksioneel-georiënteerde argumente aangebied vir die inkorporering van konseptueel leksikale modelle in elektroniese eentalige aanleerderswoordeboeke. Talle bronne bestaan vir die ondersteuning van die ontwerp van LKM's wat die funksionaliteit van definisies van lede van leksikale versamelings kan verbeter. Enkele voorbeelde word bespreek van hoe sulke bronne aangewend kan word vir die ontwerp van funksioneel gemotiveerde LKM's.

Two main camps have been formed with regard to the philosophical and academic status of lexicography: one considering lexicography an independent scientific discipline, and the other opposing such a scientific status. This article discusses some of the arguments from the second camp and argues that lexicography should be considered an independent scientific discipline. The argumentation is based on the fact that the subject field of lexicography is different from the subject fields of any other discipline, including linguistics. In this sense, the concept of a lexicographical work is broader than the more reduced concept of a dictionary. Lexicographical works, including dictionaries, are considered cultural artefacts and utility tools produced in order to meet punctual information needs detected in society. In this way, they have during the millenniums covered almost all spheres of human activity and knowledge. The theory and science of lexicography should not focus on the differences regarding the specific content of all these works, but on aspects that unite them and are common to all of them. In this regard, some of the core characteristics of lexicography as an independent discipline are discussed together with its complex relation to other disciplines. Lexicographical theory is understood as a systematic set of statements about its subject field. Finally, the article argues that the fact that this theory may seem too abstract and difficult to some working lexicographers does not in itself invalidate its independent scientific status, although a close relation between theory and practice is recommended.

Gedagtes oor die akademiese status van die leksikografie. Twee hoofkampe het ontwikkel met betrekking tot die filosofiese en akademiese status van die leksikografie: een wat die leksikografie beskou as 'n onafhanklike wetenskaplike dissipline, en die ander wat so 'n wetenskaplike status teenstaan. Hierdie artikel bespreek sommige van die argumente van die tweede kamp en redeneer dat die leksikografie as 'n onafhanklike wetenskaplike dissipline beskou behoort te word. Die redenasie is gebaseer op die feit dat die onderwerpsveld van die leksikografie verskillend is van onderwerpsvelde van enige ander dissipline, insluitende die linguistiek. Hiervolgens is die konsep van 'n leksikografiese werk breër as die meer beperkte konsep van 'n woordeboek. Leksikografiese werke, insluitende woordeboeke, word beskou as kulturele artefakte en nutsgereedskap geskep om aan die onmiddellike inligtingsbehoeftes te voldoen wat in die gemeenskap vasgestel is. Op hierdie manier het hulle gedurende die millenniums byna alle sfere van menslike bedrywigheid en kennis gedek. Die teorie en wetenskap van die leksikografie behoort nie te fokus op die verskille wat betref die spesifieke inhoud van al hierdie werke nie, maar op aspekte wat hulle verenig en algemeen aan hulle almal is. In hierdie verband word sommige van die kerneienskappe van die leksikografie as 'n onafhanklike dissipline bespreek saam met sy komplekse verwantskap aan ander dissiplines. Leksikografiese teorie word verstaan as 'n sistematiese reeks stellings oor sy onderwerpsveld. Ten slotte redeneer die artikel dat die feit dat hierdie teorie te abstrak en moeilik kan lyk vir sommige praktiserende leksikograwe, nie sy onafhanklike wetenskaplike status ongeldig maak nie, alhoewel 'n noue verwantskap tussen teorie en praktyk aanbeveel word.

Skoolwoordeboeke vorm 'n uitgebreide tipologiese kategorie binne die versameling woordeboeksoorte. Die uiteenlopende verskeidenheid teikengebruikers van skoolwoordeboeke vereis egter 'n duideliker tipologiese omskrywing en 'n fyner onderverdeling in subkategorieë. Hierdie artikel fokus eerstens op sommige van die verskillende interpretasies van die term skoolwoordeboek en die onduidelikheid wat met die gebruik van hierdie term saamhang. 'n Onpresiese gebruik van die term lei daartoe dat voornemende gebruikers van skoolwoordeboeke nie weet wat om in 'n betrokke woordeboek te verwag en wie die beplande teikengebruikers daarvan is nie. Die leksikografiese funksies van skoolwoordeboeke word bespreek met die klem op Afrikaanse skoolwoordeboeke vir huistaalleerders. 'n Oorsig en kontekstualisering van hierdie woordeboeke word gevolg deur 'n bespreking van verskeie woordeboeke vir laerskool- en hoërskoolleerders. Aandag word gegee aan aspekte van die funksies, struktuur en inhoud asook aan positiewe en negatiewe kenmerke van die onderskeie woordeboeke. Dit blyk dat die ontwikkeling in die teoretiese leksikografie 'n positiewe invloed op die samestelling van skoolwoordeboeke gehad het. Uiteindelik word 'n aantal aanbevelings gemaak vir die verbetering van toekomstige skoolwoordeboeke. Die belangrikheid van 'n ondubbelsinnige aanduiding van onder meer die teikengebruikers en die gebruikersituasie word benadruk. Die opname, aanbieding en bewerking van data moet met inagneming van die gebruikersprofiel geskied.

School Dictionaries for Home Language Learners of Afrikaans. School dictionaries constitute an extended typological category within the collection of dictionary types. The divergent variety of target users of school dictionaries however demands a clearer typological description and a more precise division in subcategories. This article focuses firstly on some of the different interpretations of the term school dictionary and the obscurity related to the use of this term. An imprecise use of the term leads to a situation where potential users of school dictionaries do not know what to expect in a specific dictionary and who the envisaged target users of the dictionary are. The lexicographic functions of school dictionaries are discussed with the emphasis on Afrikaans school dictionaries for home language learners. An overview and contextualisation of these dictionaries are followed by a discussion of different dictionaries for primary and secondary school learners. Attention is drawn to aspects of the functions, structure and contents as well as positive and negative features of the different dictionaries. It becomes evident that the development in theoretical lexicography has had a positive influence on the compilation of school dictionaries. In conclusion a number of suggestions are made for the improvement of future school dictionaries. The importance of an unambiguous indication of among others the target users and the user situation is stressed. The inclusion, presentation and treatment of data must be done in accordance with the user profile.

In diesem Beitrag wird die Bildung, Darstellung und Leistung von hybriden textuellen Strukturen, die akzessive Einträge aufweisen, am Beispiel von Wörterbuchartikeln behandelt sowie erklärt, welche Eigenschaften hybride textuelle Einheiten haben. Ein Wörterbuchartikel eines Printwörterbuchs weist immer dann neben einer hierarchischen reinen eine hierarchische hybride Textkonstituentenstruktur auf, wenn in ihm mindestens ein funktionaler Angabezusatz auftritt, z.B. ein oben oder unten erweiternder oder ein binnenerweiternder. Da funktionale Angabezusätze Textsegmente mit Angabefunktion aber ohne Textkonstituentenstatus sind, werden sie durch nichtfunktionale Segmentation ermittelt, so dass neben funktionalen auch nichtfunktionale Textsegmente gegeben sind, die dann bei der Strukturbildung in die Trägermengen eingehen, so dass die Trägermengen aller hybriden hierarchischen Strukturen elementenheterogen, während die Trägermengen aller hierarchischen reinen Strukturen elementenhomogen sind. In den Strukturgraphen für hierarchische hybride Artikelstrukturen sind dann die Knoten für diejenigen Textsegmente, die den Hybridstatus der Strukturen bewirken, entweder durch Pfeilkanten für die textarchitektonischen oberhalb/unterhalb-Relationen mit den Knoten für die Textkonstituenten verbunden, so dass die Strukturgraphen architektonisch angereichert sind, oder durch besonders markierte Kanten, die die Knoten für die nichtfunktionalen Textsegmente und die für die binnenerweiternden funktionalen Angabezusätze mit den Knoten für die Textkonstituenten verbinden. Zu jedem Typ von hierarchischer reiner Artikelstruktur gehören mehrere Typen von hybriden Artikelstrukturen; entsprechendes gilt für hierarchische reine Angabestrukturen. Nur eine Auswahl aus den Typologien der hybriden Artikel- und Angabestrukturen wird behandelt sowie eine kleine Auswahl von hybriden textuellen Einheiten, die kriteriale Eigenschaften von zwei Textsegmentklassen aufweisen (vgl. die Stichwörter).

Hybrid textual structures and hybrid textual units. A contribution to the theory of dictionary structures. In this contribution, the formation, presentation and performance of hybrid textual structures that display accessible entries are discussed by using examples from dictionary articles. The features of hybrid textual units are also explained. A dictionary article in a printed dictionary always displays both a hierarchical pure and a hierarchical hybrid text constituent structure, when it contains at least one functional item addition, e.g. an upward- or downward- or an internally-expanded one. Because functional item additions are text segments with an item function but without text constituent status, they are enabled by means of non-functional segmentation, so that both functional and non-functional text segments prevail. During the formation of structures they then enter the structure-carrying set so that the structure-carrying set of all hybrid hierarchical structures are element-heterogeneous whilst the structure-carrying set of all hierarchical pure structures are element-homogeneous. In the structural diagrams of hierarchical hybrid article structures, the nodes for those text segments that establish the hybrid status of the structures are connected with the nodes for the text constituents either by means of arrows for the text-architectonic upward/downward relations, so that the structural graphs are architectonically enriched, or by means of specially marked edges that connect the nodes for the non-functional text segments and those for the internallyexpanded functional item additions with the nodes for the text constituents. To each type of hierarchical pure article structure belong various types of hybrid article structures. The same applies to hierarchical pure item structures. Only a selection from the typology of hybrid article and item structures are discussed as well as a small selection of hybrid textual units that display determining features of two text segment classes (cf. the keywords).

Nominal countability is problematic for foreign learners in production-oriented activities, especially for those whose native language does not have the corresponding function systems. In contrast to foreign learners' great difficulties with nominal numbers in foreign text production as shown in extensive linguistic research, there is a scarcity of lexicographic research on assisting foreign learners with their difficulties in this respect. Prompted by the great discrepancy between foreign learners' needs for lexicographic assistance and the relative indifference concerning this in lexicographic research, this study attempts to explore to what extent the lexicographic data in connection with nominal countability and their presentation in present learner's dictionaries can help foreign learners in foreign text production. This study will offer some constructive lexicographic solutions to the problems incurred by foreign learners' misconceptions of nominal countability in foreign text production.

Telbaar of ontelbaar? Dit is die vraag - leksikografiese oplossings vir naamwoordelike telbaarheid in aanleerderswoordeboeke vir produksiedoeleindes. Nominale telbaarheid is problematies vir vreemde aanleerders by produksiegerigte handelinge, veral vir hulle wie se moedertaal nie die ooreenstemmende funksiesisteme het nie. In teenstelling met vreemde aanleerders se groot moeilikhede met nominale getalle in vreemdeteksproduksie soos uit omvattende taalkundige navorsing blyk, is daar 'n skaarste aan leksikografiese navorsing wat vreemde aanleerders help met hul moeilikhede in hierdie opsig. Na aanleiding van die groot verskil tussen vreemde aanleerders se behoefte aan leksikografiese hulp en die relatiewe onbelangstellendheid hieroor in leksikografiese navorsing, prober hierdie studie nagaan tot watter mate die leksikografiese data in verband met nominale telbaarheid en die aanbieding hiervan in huidige aanleerderswoordeboeke vreemde aanleerders in vreemdeteksproduksie kan help. Hierdie studie sal enkele konstruktiewe leksikografiese oplossings aanbied vir probleme ondervind as gevolg van vreemde aanleerders se wanopvattings oor nominale telbaarheid by vreemdeteksproduksie.

On the basis of sample analysis of a Czech adjective, a definition based on the data drawn from the Czech National Corpus (cf. Čermák and Schmiedtová 2003) is gradually compiled and finally offered, pointing at the drawbacks of definitions found in traditional dictionaries. Steps undertaken here are then generalized and used, in an ordered sequence (similar to a work-flow ordering), as topics, briefly discussed in the second part to which lexicographers of monolingual dictionaries should pay attention. These are supplemented by additional remarks and caveats useful in the compilation of a dictionary. Thus, a brief survey of some of the major steps of dictionary compilation is presented here, supplemented by the original Czech data, analyzed in their raw, though semiotically classified form.

Aantekeninge oor die samestelling van 'n korpusgebaseerde woordeboek. Op grond van 'n steekproefontleding van 'n Tsjeggiese adjektief, word 'n definisie gebaseer op data ontleen aan die Tsjeggiese Nasionale Korpus (cf. Čermák en Schmiedtová 2003) geleidelik saamgestel en uiteindelik aangebied wat wys op die gebreke van definisies aangetref in tradisionele woordeboeke. Stappe wat hier onderneem word, word dan veralgemeen en gebruik in 'n geordende reeks (soortgelyk aan 'n werkvloeiordening), as onderwerpe, kortliks bespreek in die tweede deel, waaraan leksikograwe van eentalige woordeboeke aandag behoort te gee. Hulle word aangevul deur bykomende opmerkings en waarskuwings wat nuttig is vir die samestelling van 'n woordeboek. Op dié manier word 'n kort oorsig van sommige van die hoofstappe van woordeboeksamestelling hier aangebied, aangevul deur die oorspronklike Tsjeggiese data, ontleed in hul onbewerkte, alhoewel semioties geklassifiseerde vorm.

This article gives a survey of the main issues confronting the compilers of monolingual dictionaries in the age of the Internet. Among others, it discusses the relationship between a lexical database and a monolingual dictionary, the role of corpus evidence, historical principles in lexicography vs. synchronic principles, the instability of word meaning, the need for full vocabulary coverage, principles of definition writing, the role of dictionaries in society, and the need for dictionaries to give guidance on matters of disputed word usage. It concludes with some questions about the future of dictionary publishing.

Die samestelling van 'n eentalige woordeboek vir moedertaalsprekers. Hierdie artikel gee 'n oorsig van die hoofkwessies waarmee die samestellers van eentalige woordeboeke in die eeu van die Internet te kampe het. Dit bespreek onder andere die verhouding tussen 'n leksikale databasis en 'n eentalige woordeboek, die rol van korpusgetuienis, historiese beginsels vs sinchroniese beginsels in die leksikografie, die onstabiliteit van woordbetekenis, die noodsaak van 'n volledige woordeskatdekking, beginsels van die skryf van definisies, die rol van woordeboeke in die maatskappy, en die noodsaak vir woordeboeke om leiding te gee oor sake van betwiste woordgebruik. Dit sluit af met 'n aantal vrae oor die toekoms van die publikasie van woordeboeke.

Terminology plays a pivotal role in language development and the promotion of multilingualism. This article discusses the issue of multilingualism regarding terminology policies as seen from an African perspective. Special emphasis is given to the South African situation regarding language policies and consequential terminology policies in terms of subject-oriented terminography, translation-oriented terminography and linguistic community-oriented terminography.

Nasionale taal- en terminologiebeleid - 'n Suid-Afrikaanse perspektief. Terminologie speel 'n sleutelrol in taalontwikkeling en die bevordering van veeltaligheid. Hierdie artikel bespreek die kwessie van veeltaligheid ten opsigte van terminologiebeleid soos gesien vanuit 'n Afrikaperspektief. Spesiale klem word gelê op die Suid-Afrikaanse situasie rakende taalbeleid en die gevolglike terminologiebeleid in terme van vakgeörienteerde terminografie, vertaalgeörienteerde terminografie en taalgemeenskapgeörienteerde terminografie.

Die nuwe taalbestel in Suid-Afrika het tot gevolg gehad dat die ontwikkeling, die uitbouing, die bestuur en ook die verspreiding van terminologiese inligting in elf amptelike tale gedoen moet word. 'n Veranderde terminologiebestuursprogram moet derhalwe daargestel word om aan die behoeftes van 'n nuwe terminologiegemeenskap te voldoen. So 'n model sou ideaal gesien binne die Nasionale Taaldiens se Terminologiekoördineringsafdeling geïmplementeer kon word. In die eerste gedeelte van hierdie artikel word 'n model voorgestel van hoe terminologiebestuur suksesvol binne 'n terminologiebestuursentrum aangepak kan word. In die tweede gedeelte van die artikel word die implikasies van die model in die Suid-Afrikaanse situasie verreken om vas te stel hoe die terminologiebestuursprogram aangepas sou kon word om aan die eise van die nuwe taalbestel te voldoen en om die nuwe teikengroep(e) voldoende te bereik.

Terminology Management in South Africa: An Ideal Model. The new language dispensation in South Africa has resulted in the development, the elaboration, the manangement and the dissemination of terminological information in eleven official languages. A modified terminology management program must be created for the needs of a new terminology community. Such a model should ideally be implemented at the Terminology Coordination Section of the National Language Service. In the first section of this article a model is proposed for successful terminology management within a terminology management centre. In the second section of the article the implication of the model is explicated within the South African situation to establish how the terminology management program should be adjusted to satisfy the needs of the new language dispensation as well as how to adequately reach the intended target group(s).

This article reports on a survey conducted in 2009 among students registering for their first year of study at the University of Namibia. The aim of the study was to determine these school leavers' concepts of 'a dictionary' and to what extent they perceive dictionaries to be of potential help in satisfying needs for specific types of linguistic information. Furthermore, the survey attempted to determine if the variables of frequency of dictionary use, exposure to dictionary pedagogy at school and dictionary ownership had any influence on respondents' concepts of 'a dictionary'. In comparison to the literature and other similar studies, this study takes a new approach by measuring respondents' concepts of dictionaries against a pre-constructed dictionary profile based on validated assumptions while focusing on the pre-consultation situation instead of on a reflection on past dictionary consultation procedures. The findings indicate that Namibian school-leavers do not grasp the complete information potential of monolingual dictionaries. Also, although school syllabuses of language subjects require dictionary skills to be taught, about a third of the respondents were not exposed to dictionary pedagogy at school, while those respondents who were exposed to some form of dictionary pedagogy do not demonstrate a substantially different concept of dictionaries from those who did not undergo dictionary training. This result questions the quality of dictionary pedagogy where it does take place. The effects of frequency of dictionary use and dictionary ownership on respondents' concepts of dictionaries also seem to have been minimal.

Namibiese universiteitstoetreders se konsepte van "'n woordeboek". Hierdie artikel doen verslag van 'n opname wat in 2009 onder eerstejaarstudente aan die Universiteit van Namibië onderneem is. Die doel van die studie was om die skoolverlaters se konsepte van " 'n woordeboek" vas te stel en te bepaal in welke mate hulle woordeboeke beskou as potensiële hulp in die bevrediging van spesifieke tipes linguistiese inligtingsbehoeftes. Daarbenewens het die opname geprobeer om te bepaal of die veranderlikes van frekwensie van woordeboekgebruik, blootstelling aan woordeboekonderrig en woordeboekeienaarskap enige invloed op die respondente se konsepte van " 'n woordeboek" gehad het. In vergelyking met die literatuur en soortgelyke opnames volg hierdie studie 'n nuwe benadering deur respondent se konsepte van woordeboeke te meet teen 'n voorafgekonstrueerde woordeboekprofiel wat op geldige veronderstellings gebaseer is terwyl die fokus op die voornaslaansituasie val in plaas van op nadenke oor vorige woordeboeknaslaanprosedures. Die bevindinge toon dat Namibiese skoolverlaters nie die volledige inligtingspotensiaal van verklarende woordeboeke besef nie. Alhoewel skoolsillabusse van taalvakke vereis dat woordeboekvaardighede onderrig word, het ongeveer 'n derde van die respondente ook nie enige vorm van woordeboekonderrig ondergaan nie, terwyl dié respondente wat wel een of ander vorm van woordeboekonderrig ondergaan het, nie 'n beduidend andersoortige opvatting van woordeboeke getoon het as dié wat nie woordeboekonderrig ontvang het nie. Hierdie resultaat bevraagteken die kwaliteit van woordeboekonderrig waar dit wel plaasvind. Die effek van frekwensie van woordeboekgebruik en woordeboekeienaarskap op respondente se konsepte van woordeboeke blyk ook minimaal te wees.

This article reports on a small-scale study of Thai-speaking learners using pocket electronic dictionaries (PEDs) to read an English news article. It investigates how the subjects use their PEDs for reading comprehension. Thirty-nine undergraduate students completed a questionnaire survey. Of these, four were chosen to participate in the experiment. Observations and interviews were utilized to ascertain how the subjects used their PEDs. The findings showed superficial and partial reading of the dictionary entries. It also revealed several factors that may hinder dictionary look-up success. On the basis of this research, guidelines for buying PEDs and for teaching PED skills are proposed.

Die gebruik van sak- elektroniese woordeboeke deur Thaise universiteitstudente. Hierdie artikel doen verslag van 'n kleinskaalse studie van Thaisprekende aanleerders wat sak- elektroniese woordeboeke (SEW's) gebruik om 'n Engelse nuusartikel te lees. Dit ondersoek hoe die proefpersone hul SAW's gebruik vir leesbegrip. Nege-en-dertig voorgraadse studente het 'n vraelysopname voltooi. Uit hulle is vier gekies om aan die eksperiment deel te neem. Waarnemings en onderhoude is aangewend om te bepaal hoe die proefpersone hul SEW's gebruik het. Die bevindings het oppervlakkige en gedeeltelike lees van die woordeboekinskrywings getoon. Dit het ook verskeie faktore uitgewys wat woordeboekopsoeksukses mag belemmer. Op grond van hierdie navorsing word riglyne vir die koop van SEW's en vir die onderrig van SEW-vaardighede voorgestel.

Borrowing occurs when a language adds a word from another language to its own lexicon. Languages in neighbouring regions often borrow from each other. In South Africa, there are over nine indigenous languages, in addition to Afrikaans and English, all of which coexist. In their coexistence they borrow from one another. African language dictionaries reveal that these languages have borrowed a great deal from Afrikaans and English. However, one would expect these dictionaries to reflect some borrowing from other indigenous languages; on the contrary, they include very few such words. Although, one encounters many words from indigenous languages being used by other African languages in their spoken language and literary works, these are not included in dictionaries. This article seeks to highlight factors contributing to the failure to include words borrowed from other indigenous languages in African language dictionaries.

Ontlening en woordeboeksamestelling: Die geval van inheemse Suid-Afrikaanse tale. Ontlening vind plaas wanneer 'n taal 'n woord uit 'n ander taal by sy eie leksikon voeg. Tale in aangrensende streke leen dikwels van mekaar. Daar is meer as nege inheemse tale in Suid- Afrika, bo en behalwe Afrikaans en Engels, wat saam bestaan. In hulle naasbestaan leen hulle van mekaar. Afrikataal-woordeboeke getuig daarvan dat hierdie tale heelwat uit Afrikaans en Engels geleen het. Daar sou egter verwag kon word dat hierdie woordeboeke sal getuig van ontlening uit ander inheemse tale; in teen deel, hulle sluit baie min van sulke woorde in. Alhoewel baie woorde van inheemse tale in ander Afrikatale gebruik word in die gesproke taal en letterkundige werke, is hierdie woorde nie in die woordeboeke opgeneem nie. Die doel van hierdie artikel is om die faktore uit te lig wat bydra tot die versuim om leenwoorde van ander inheemse tale in die Afrikataal-woordeboeke op te neem.

The influence of foreign languages in Sesotho sa Leboa, or Northern Sotho, results in borrowing, which ultimately leads to an increase in the vocabulary of Sesotho sa Leboa. The languages influencing developments in the vocabulary of Sesotho sa Leboa include, inter alia, English, Afrikaans, Xitsonga, Tshivenda and the Nguni languages. This article aims to give a critical analysis of the advantages and disadvantages of the adoption of foreign lexical items in the lemmatization of vocabulary in Sesotho sa Leboa dictionaries. Most puristic inclined academics and intellectuals are reluctant to adopt loan words as a means of developing the Sesotho sa Leboa vocabulary. When confronted with borrowing, the purists usually prefer coinage, using indigenous lexical items to name foreign concepts. This is disadvantageous to the development of the vocabulary of the language because (1) there is no increase in the number of the lexical items in the language since only the meanings of the foreign lexical item are added to existing indigenous lexical items, and (2) in most cases, previously adopted loan words are mistaken for indigenous lexical items and given preference to newly acquired lexical items which have direct and accurate bearing on the meaning of the newly discovered or designed concepts or objects.

Ontlening en leenwoorde: Die lemmatisering van nuutverworwe leksikale items in Sesotho sa Leboa. Die invloed van vreemde tale op Sesotho sa Leboa, of Noord-Sotho, het ontlening tot gevolg, wat uiteindelik lei tot 'n toename in die woordeskat van Sesotho sa Leboa. Die tale wat ontwikkelinge in die woordeskat van Sesotho sa Leboa beïnvloed, sluit onder andere Engels, Afrikaans, Xitsonga, Tsivenda en die Ngunitale in. Die doel van hierdie artikel is om 'n kritiese ontleding van die voordele en nadele van die oorneem van vreemde leksikale items by die lemmatisering van die woordeskat in woordeboeke van Sesotho sa Leboa te gee. Die meeste puristies gesinde akademici en intellektuele is onwillig om leenwoorde oor te neem as 'n manier om die woordeskat van Sesotho sa Leboa te ontwikkel. Wanneer hulle met ontlening gekonfronteer word, verkies puriste gewoonlik nuutskeppinge deur gebruikmaking van inheemse leksikale items om vreemde konsepte te benoem. Dit is nadelig vir die ontwikkeling van die woordeskat van die taal omdat (1) daar geen toename in die aantal leksikale items is nie aangesien slegs die betekenisse van die vreemde leksikale items tot die bestaande inheemse leksikale items toegevoeg word, en (2) in die meeste gevalle voorheen oorgeneemde leenwoorde aangesien word vir inheemse leksikale items en daaraan voorkeur gegee word bo nuutverworwe leksikale items wat 'n direkte en presiese verband met die betekenis van die nuutontdekte of -ontwerpte konsepte of objekte het.

In this article, the phenomenon of Shona language change, its effects on lexicography and the need for a revised alphabet are discussed. Because of the defective Shona alphabet, lexicographers at the African Languages Research Institute (ALRI) encountered problems in handling some words that were potential headwords in dictionaries they were compiling under the ALLEX project. The current Shona alphabet is unable to realize quite a number of sounds and morphemes in lexical items in everyday use by the native Shona speakers, because they are alien loanwords. The article was prompted by the challenges encountered during the compilation of Duramazwi reMimhanzi (Shona Musical Terms Dictionary). It shows how language change accounts for the problem of headword selection and how modifying the current alphabet can enhance monolingual Shona lexicographical work vis-à-vis the development of the Shona language. It therefore stresses the need for a revised alphabet so as to solve orthographical problems during dictionary compilation.

Matambudziko Anosanganwa Nawo Mukugadzira Maduramazwi eMutauro Mumwe chete neKuda Kwekushanduka Kwemutauro weChi-Shona: Panofanirwa Kuva neManyorerwo eChiShona Matsva. Muchinyorwa chino vanyori vanoongorora kushanduka kuri kuita mutauro weChiShona nekufamba kuri kuita nguva nematambudziko anosanganikwa nawo nekuda kweshanduko iyi zvikurusei mukugadzira maduramazwi ari mururimi rweChiShona chete. Vanyori vanoonesawo pfungwa yekuti panodiwa manyorerwo matsva. Nyanzvi dzinogadzira maduramazwi paAfrican Languages Research Institute (ALRI) dzinosangana namadambudziko esarudzo yamazwi padzinenge dzichisarudza mazwi adzinenge dzichida kuisa mumaduramazwi adzinogadzira pachirongwa chokugadzira maduramazwi chinonzi ALLEX. Dambudziko resarudzo yemazwi rinowanikwa nekuda kwechimiro chebumbiro remanyorerwo eChiShona risingatenderi mamwe mavara ari mune imwe mitauro asiri muChiShona. Bumbiro iri parizvino haritenderi mamwe mavara, mibatanidzwa yamavara namamwe mazwi anowanikwa mumutauro wemazuva ano waVaShona anobva mune mimwe mitauro. Chinyorwa chino chakatokonywa namadambudziko akasanganiwa nawo nevanyori vebepa rino pavakange vachigadzira Duramazwi reMimhanzi. Chinyorwa chino chakanangana nokuburitsa kushanduka kuri kuita ChiShona, uye matambudziko anosanganwa nawo pakusarudza mazwi anopinda muduramazwi uye kuonesa zvakare kuti kugadzirisa bumbiro ramanyorerwo kunogona kurerutsa basa ravagadziri vamaduramazwi. Izvi zvinoita zvakare kuti mutauro weChiShona uvandutswe. Pamusoro pezvose izvi, chinyorwa chino chinoda kutaridza kuti sei zvakakosha kuita chimbichimbi kugadzirisa chimiro chebumbiro remanyorerwe pakuzama kurerusa matambudziko anosanganwa nawo nevagadziri vemaduramazwi eChiShona.

The number of real handbooks dealing with lexicography and metalexicography is not, and has never been, impressive. When one looks at comprehensive handbooks and in addition those brought up to date, the number becomes even smaller. Because of this, but also because it has existed for more than 20 years (i.e. in different editions/versions) and because it is - especially in Scandinavia - a quite well-known work, Svensén's handbook is an important publication. In this review article, I will consider what the critics have written over the years (i.e. on the different editions/versions of Svensén's handbook), and I will attempt to determine whether the book is about to become a classic.

Meer as twintig jaar van Svensén se handboek. Die aantal werklike handboeke wat die leksikografie en die metaleksikografie behandel, is nie en was nog nooit indrukwekkend nie. Wanneer 'n mens na omvattende handboeke kyk en daarby dié wat bygewerk is, word die aantal selfs kleiner. Om dié rede, maar ook omdat dit vir meer as 20 jaar bestaan (d.w.s. in verskillende uitgawes/ bewerkings) en omdat dit - veral in Skandinawië - 'n redelik welbekende werk is, is Svensén se handbook 'n belangrike publikasie. In hierdie resensieartikel sal ek oorweeg wat die kritici oor die jare geskryf het (d.w.s. oor die verskillende uitgawes/bewerkings van Svensén se handboek), en sal ek probeer bepaal of die boek besig is om 'n klassieke werk te word.