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E-raamat: Defining with Simple Vocabulary in English Dictionaries

(University of Applied Sciences in Nysa)
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"This book investigates an important but under-researched aspect of dictionary making: the use of a controlled vocabulary in definitions. The main concern of the author is the role of a definition vocabulary in how foreign learners understand and perceive dictionary definitions. The author takes the reader through a detailed historical account of controlled vocabularies and examines definitions in a range of English dictionaries with respect to their vocabulary loads. He performs a series of experiments with university students to reveal merits and shortcomings of restricted vocabularies. This monograph has been written with the aim to fill a gap in the literature on defining vocabulary. It is intended for lexicographers, dictionary editors, course designers, teachers, and students, as well as anyone who wishes to explain words in an intelligible way"--

This book investigates an important but under-researched aspect of dictionary making: the use of a controlled vocabulary in definitions. The main concern of the author is the role of a definition vocabulary in how foreign learners understand and perceive dictionary definitions. The author takes the reader through a detailed historical account of controlled vocabularies and examines definitions in a range of English dictionaries with respect to their vocabulary loads. He performs a series of experiments with university students to reveal merits and shortcomings of restricted vocabularies. This monograph has been written with the aim to fill a gap in the literature on defining vocabulary. It is intended for lexicographers, dictionary editors, course designers, teachers, and students, as well as anyone who wishes to explain words in an intelligible way.
List of Tables
ix
List of Figures
xi
Abbreviations used in the text xiii
Acknowledgements xv
Introduction 1(10)
1 Historical background and issues
1(4)
2 Research questions
5(2)
3 Studies presented in the book
7(4)
Chapter 1 Pioneering research on vocabulary control
11(36)
1.1 Early interests in vocabulary control
11(2)
1.2 The objective approach to vocabulary selection
13(5)
1.2.1 Edward L. Thorndike
14(1)
1.2.2 Ernest Horn
15(1)
1.2.3 Lawrence Faucett and Itsu Maki
15(1)
1.2.4 The strengths and limitations of statistical word-counts
16(2)
1.3 The subjective approach
18(10)
1.3.1 Harold Palmer
19(4)
1.3.2 Michael West
23(5)
1.4 The logical approach
28(5)
1.5 The General Service List: Confrontation of the competing approaches
33(12)
1.5.1 The Carnegie Conferences
33(1)
1.5.2 The General Service List
34(8)
1.5.3 Criticism of the GSL
42(3)
1.6 Summary
45(2)
Chapter 2 Other major projects on vocabulary control
47(42)
2.1 Word-lists for pedagogical purposes
47(12)
2.1.1 The American Heritage Word Frequency Book (1971)
48(1)
2.1.2 The Threshold Level English (1975)
48(1)
2.1.3 The Cambridge English Lexicon (1980)
49(1)
2.1.4 Word-lists from popular corpora: the Brown (1967), the LOB (1978), the Bank of English (1991), and the BNC (1990s)
50(3)
2.1.5 The University Word List (1984)
53(2)
2.1.6 The Academic Word List (2000)
55(1)
2.1.7 The Common Core Vocabulary (2002)
56(1)
2.1.8 A New Academic Vocabulary List (2013)
57(1)
2.1.9 A New General Service List (2013)
58(1)
2.2 The GSL against other word-lists and corpora
59(3)
2.3 Controlled vocabularies for professional and human-computer communications
62(7)
2.3.1 Controlled English for writing service manuals
62(4)
2.3.2 Text production for machine translation
66(3)
2.4 Identifying a core vocabulary
69(9)
2.5 Wierzbicka's Natural Semantic Metalanguage and relevant projects
78(9)
2.5.1 Natural Semantic Metalanguage
78(4)
2.5.2 A primitive-based dictionary
82(3)
2.5.3 Minimal English
85(1)
2.5.4 Defining with primitives for cross-linguistic comparison
85(2)
2.6 Summary
87(2)
Chapter 3 Defining with a controlled vocabulary: Preliminary insights
89(48)
3.1 What is the dictionary definition?
90(3)
3.2 Defining in plain English: A historical overview of native-speaker dictionary tradition
93(11)
3.3 Defining in learners' dictionaries between 1935 and 1986
104(13)
3.3.1 Early learners' dictionaries: NMED and ISED
105(4)
3.3.2 Revisions of ALD and emergence of new competitors: 1963--1986
109(8)
3.3.3 Conclusions
117(1)
3.4 Review of previous studies of defining vocabularies
117(20)
3.4.1 Summary of previous studies and implications for the current research
130(4)
3.4.2 Research hypotheses
134(3)
Chapter 4 Quantitative analyses
137(34)
4.1 Research design
137(11)
4.1.1 Materials
137(1)
4.1.2 Data selection
138(4)
4.1.3 Research tools and reference lists
142(3)
4.1.4 Data analysis
145(3)
4.2 Analysis of receptive vocabulary load and other quantitative comparisons
148(9)
4.2.1 Receptive vocabulary load of definitions
148(4)
4.2.2 Receptive vocabulary load of DV lists
152(5)
4.3 Similarity of content
157(11)
4.3.1 Size of the lists
157(2)
4.3.2 HCA: Similarities between the lists
159(1)
4.3.3 Overlapping and unique items
160(3)
4.3.4 The Core Defining Vocabulary
163(3)
4.3.5 Multiword items
166(1)
4.3.6 Word-building elements
167(1)
4.4 Conclusions
168(3)
Chapter 5 Qualitative analysis
171(56)
5.1 Research materials and methodology
171(4)
5.1.1 Materials
171(1)
5.1.2 Data selection
172(3)
5.2 Learners' dictionaries (1987--2015)
175(42)
5.2.1 LDOCE2 (1987)--LDOCE6 (2014)
175(10)
5.2.2 OALD4 (1989)--OALD9 (2015)
185(2)
5.2.2.1 The DV of OALD5 (1995) and subsequent editions
187(9)
5.2.3 COBUILD1 (1987)--COBUILD8 (2014)
196(6)
5.2.4 CALD1 -- CALD4 (1995--2013)
202(5)
5.2.5 MEDAL (2002--2007)
207(4)
5.2.6 MWALED (2008)
211(2)
5.2.7 DV in digital dictionaries
213(2)
5.2.8 Summary and conclusion
215(2)
5.3 Native-speaker dictionaries (1984--2011)
217(10)
5.3.1 Analysis
218(7)
5.3.2 Conclusions
225(2)
Chapter 6 The defining vocabulary and the user
227(20)
6.1 Design of the experiment
227(5)
6.1.1 Subjects
228(1)
6.1.2 Materials
228(3)
6.1.3 Procedure
231(1)
6.2 Results
232(9)
6.2.1 Comprehension of dictionary definitions
232(3)
6.2.2 Comprehension of invented definitions
235(2)
6.2.3 Other factors affecting comprehension score
237(3)
6.2.4 Perception of definitions
240(1)
6.2.5 Summary of the results
241(1)
6.3 Discussion
241(3)
6.4 Conclusions
244(3)
General conclusions
247(6)
1 Main findings
247(2)
2 Implications for definition writing and DV design
249(3)
3 Further research
252(1)
Appendix 1 The Core Defining Vocabulary (CDV)
253(10)
Appendix 2 Word Familiarity Page
263(34)
Task 1, version 1 (with LDOCE6 definitions)
264(4)
Task 1, version 2 (COBUILD-8)
268(4)
Task 1, version 3 (ODE-2)
272(5)
Task 1, version 4 (Chambers-12)
277(4)
Task 2, version 1 (all the dictionaries)
281(7)
Task 2, version 2 (all the dictionaries)
288(9)
References
297(28)
Dictionaries
297(1)
Printed dictionaries
297(3)
Dictionaries on CD-ROM/DVDs
300(1)
Online dictionaries
301(1)
Other literature
301(24)
Index 325
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