By Heming Yong
This stimulating new e-book, because the foremost paintings introducing bilingual lexicography from a communicative viewpoint, is introduced to symbolize unique pondering and cutting edge theorization within the box of bilingual lexicography. It treats the bilingual dictionary as a approach of intercultural conversation and bilingual dictionary making as a dynamic method learned by way of units of decisions, characterizing the final nature of the dictionary. It examines the dictionary and dictionary making by utilizing a version of lexicography which stresses the three-way courting of compiler, dictionary context and user and accommodates them right into a unified coherent framework. during the examine, certain concentration is on English and chinese language bilingual lexicography. it is going to serve not just as a important consultant to these drawn to dictionary compilation and theoretical inquiries but in addition as a textbook for undergraduate and postgraduate classes in bilingual lexicography.
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Extra resources for Bilingual Lexicography from a Communicative Perspective (Terminology and Lexicography Research and Practice)
Chapter 2. 2 Dictionary context Dictionary context is the bridge linking the compiler and the user. e. the dictionary) is conceived and the medium through which lexicographic communication is carried out. 3). The following comparison will show how monolingual dictionaries differ from bilingual ones in their choices of major factors constituting each of the three subcategories. 1 Choices under “Field” “Field” refers to the lexicographic message conceived in the process of dictionary making, the range it covers and the subject area it belongs to.
Lexicographers must make a careful study of the kind of information to be included in the front and back matter, design more readily intelligible codes and labels to represent it and enhance dictionary users’ awareness of the importance of those parts of the dictionary in order to make most efficient use of the dictionary. One last reason for dictionary use is closely linked to the activities students engage in when they learn a foreign language. Just as expected, English-Chinese dictionaries are most often used for reading (66%), and for this activity subjects most probably use dictionaries to find meanings and pronunciations of new words.
Unsatisfactory usage guidance”, “words missing”, “unsatisfactory definitions” and “difficulty in understanding the codes and difficult words” are the most common shortcomings and, therefore, are the common causes of disappointment in using the bilingual dictionary. It is not surprising that the percentage of our subjects’ consultation of “usage” is only 6%. There is no satisfactory information about “usage” for them to consult. This deficiency raises the fundamental issue of whether one bilingual dictionary can perform both “decoding” and “encoding” Chapter 2.
Bilingual Lexicography from a Communicative Perspective (Terminology and Lexicography Research and Practice) by Heming Yong