1887

n Lexikos - Pedagogical lexicography : towards a new and strict typology corresponding to the present state-of-the-art

Volume 21, Issue 1
  • ISSN : 1684-4904
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Abstract

A frequent and well-known problem within lexicography is the use of various terms to denominate the same phenomenon as well as the use of the same term to denominate various, completely different phenomena. Such a non-systematic terminology may lead to confusion in the discipline and hamper its theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dictionaries" and "learners' dictionaries" are used with a lot of different meanings that vary from author to author, from country to country, from culture to culture. Although publishing houses could hardly be expected to use a strict terminology for their products, this should nevertheless be expected from theoretical lexicography. In order to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of meanings addressed to the various terms in the theoretical literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense than in the theoretical literature. Based upon these considerations, a new and strict typology that corresponds to the present practice of pedagogical lexicography will be presented.


'n Algemene en bekende probleem binne die leksikografie is die gebruik van verskeie terme om na 'n enkele verskynsel te verwys, sowel as die gebruik van 'n enkele term om na verskeie, heeltemal verskillende verskynsels te verwys. So 'n niesistematiese terminologie kan tot verwarring binne die vakgebied lei en kan die teoretiese en praktiese ontwikkeling daarvan belemmer. Die probleem is besonder ernstig binne die sogenaamde pedagogiese leksikografie. 'n Kort, wye oorsig toon dat veral die terme "pedagogiese leksikografie/woordeboeke", "didaktiese leksikografie/woordeboeke", "skoolwoordeboeke" en "aanleerderswoordeboeke" gebruik word in baie verskillende betekenisse wat van outeur tot outeur, land tot land, en kultuur tot kultuur verskil. Alhoewel daar allermins van uitgewers verwag kan word om 'n streng terminologie ten opsigte van hulle produkte te gebruik, behoort dit tog van die teoretiese leksikografie verwag te kan word. Om die huidige verwarring te oorkom, is dit dus dringend noodsaaklik om 'n tipologie te vestig wat gebruik kan word deur vakkundiges wat teoreties omgaan met die subveld pedagogiese leksikografie. Hierdie artikel sal eerstens die groot verskeidenheid betekenisse aantoon wat aan die verskillende terme toegeskryf word wat in die teoretiese literatuur voorkom. Daarna sal die probleem van twee verskillende kante benader word: 1) die vestiging van 'n duidelike definisie vir die terme "pedagogies", "didakties", "skool-" en "aanleerder-" vanuit 'n leksikografiese perspektief, en 2) die verwysing na die bestaande praktyk waar die terme dikwels in 'n baie breër sin as in die teoretiese literatuur gebruik word. Gebaseer op hierdie oorwegings word 'n nuwe en streng tipologie wat ooreenstem met die huidige gebruik in die pedagogiese leksikografie voorgestel.

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/content/lexikos/21/1/EJC60754
2011-01-01
2016-12-09

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