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Use of Dictionaries
10.2 Use of Dictionaries
●●● Choice
of Dictionaries
10.2.1 Choice of Dictionaries
1.
Monolingual or bilingual. Linguistically, there are monolingual
dictionaries and bilingual dictionaries with the former written in one
language and the latter in at least two languages. For learners of English
as a foreign language, both dictionaries can be useful. To decide which
to use, one needs to take into consideration the linguistic level of the
specific users. For beginners and elementary and lower?intermediate learners,
a bilingual dictionary is essential as they do not know enough of the
target language to understand fully a monolingual dictionary. And they
need to know the native equivalents to the words being learned. Some learners
find that they can memorize words better if they know the meaning in their
own language. In spite of this, for the post intermediate and advanced
learners, it is more advisable to use more of a monolingual one. There
are a number of advantages. Apart from the increase of exposure of the
language, avoidance of misunderstanding by translation, users have to
think in English, understand meanings in terms of other English words,
thus enlarging vocabulary, learn the precise meanings of words and usage
through definitions and examples. Moreover, the effective use of a monolingual
dictionary will give learners a sense of satisfaction and self?sufficiency
and greater confidence in their ability to solve language problems.
Nevertheless,
even after studying the English definition, learners still cannot figure
out what the word means, they are advised to consult a bilingual dictionary.
It is particularly good for dealing with technical terms such as names
of trees, plants and animals, science and technology.
2.
General or specialized. This is a much easier decision. General
dictionaries are meant for ordinary users for spelling, pronunciation,
meaning, and grammar. In some cases, such a dictionary may provide encyclopedic
information such as names of people and places, table of measurement and
table of irregular verbs. In addition one can find etymological information,
idioms, collocations, usages, etc. more or less there. But all this is
quite limited. To find more detailed information, one will have to go
to a specialized dictionary. Specialized dictionaries are particularly
good for language teachers and researchers. For example, if one wants
to know whether a pair or mathematics takes a singular or
plural verb, a dictionary of usage is likely to supply the best answer.
If one knows the conceptual meaning of fable, fiction, legend, myth,
story, tale, but wants to find out the difference between them, the
ideal book is a dictionary of synonyms. If one wishes to express a certain
idea but does not know the word, the best source is a Thesaurus分类词典.
In a word, each type of dictionary can be best in its own field of study.
3.
British or American. For general use, a fair-sized desk dictionary
published either in Britain or in the United States will be good as any
such dictionaries are likely to contain all the commonly used words. But
there is a general difference between British and American dictionaries.
American dictionaries contain more encyclopedic information in the main
body than the British, for example, names of famous people, places of
historical interest and the like whereas British dictionaries, especially
learner's dictionaries, include more grammatical information. Generally
speaking, one may find British usages in an American dictionary. But as
for American usages, users are advised to consult American dictionaries
because chances are that such words are excluded from a general British
one. If a reader has both British and American dictionaries at hand, the
advice is to use the British while reading things written by the British
and refer to the American while dealing with stuff produced by Americans.
4.
Early or late. The date of publication makes a big difference in
dictionaries. The language is never at a standstill because the world
is changing and the changes are inevitably reflected in the language.
New dictionaries keep appearing in order to keep up with the time. But
this is in fact impossible. As a dictionary takes time to compile, once
it is published, it is out of date in a sense. Nevertheless, a latest
dictionary is supposed to include the latest changes and developments
in terms of new words and new meanings. Take any two editions of the same
dictionary published at different dates and one may find the difference
without doubt. Therefore, to read modern literature of any discipline,
a reader is sensible to use the latest edition of a dictionary that they
can lay their hands on. Yet this does not mean that all dictionaries of
an earlier date are undesirable. Dictionaries are the products of the
ages. One of any age is expected to capture the age specified. If one
deals with material of a past age, it will be good to use a dictionary
that marks the same time. Of course, for production, the best choice is
always a contemporary dictionary.
●●● Content
of the Dictionary
10.2.2
Content of the Dictionary
Everyone
has at least one dictionary. But each may use it in a different way. Some
people consult dictionaries just for spelling and meaning. Some may refer
to them for production to a limited extent. A good many users benefit
from them far less than dictionaries can offer. To make full use of the
dictionary, one needs to have a good idea what exactly it contains. Despite
the difference in scope, length, and depth, readers will find the following
areas of information.
1.
Spelling. The dictionary is the poor speller's best friend. It
gives the accepted spelling for all words, including any alternate spellings
in bigger dictionaries with the standard first followed by their variants.
In a British dictionary, the first spelling form is naturally British
followed by the American (if any) e.g theatre AmE theater
or vice versa in an American dictionary. Besides, one can find the different
forms of irregular verbs, e.g. go, went, gone, going; various forms
of irregular adjectives, e.g. bad, worse, worst; forms of compounds,
e.g. boardwalk; double clutch; body-building, and syllabication
of words in some dictionaries, e.g. in.op.er.a.able; capitalization,
e.g. Labour Party but labour union. This will guide the
user in correct spelling and `style'.
2.
Pronunciation. Just like spelling, British and American dictionaries
present their respective standard pronunciation. In some, one can find
the British followed by American or vice versa. Some dictionaries provide
variants, with the first preferable. But the systems of marking differ
considerably. British dictionaries generally use International
Phonetic Alphabet, American ones employ Webster's systems.
Whatever systems the editors use, there will be guides or pronunciation
keys given before the main body of the dictionary or at the foot of the
page. To get correct pronunciation, one should refer to the guides and
keys.
3.
Definition. The main body of a dictionary is its definitions of
words. As most words are polysemantic, the senses of words are arranged
in different ways. Some dictionaries list meanings chronologically, i.e.
the earliest meaning first, as in Webster's New World Dictionary.
Most desk dictionaries probably arrange literal uses before figurative,
general uses before special, common uses before rare, and easily understandable
uses before difficult.
The
approach to definition differs too from one to another. Generally, words
are defined in phrasal explanations, synonyms, illustrative sentences,
and even with pictures to make meanings clear. We also find definitions
given in full sentences as in CCELD to demonstrate use of the word, e.g
canal: 'A canal is a long narrow stretch of water that has been
made for boats to travel along or to bring water to a particular area.'
Some use a controlled vocabulary to make definitions easy to understand
as in LDCE. Most contemporary medium-sized dictionaries give context to
illustrate the meaning and usage, e.g. pelt: `They pelted
the speaker with rotten tomatoes.'(LDCE) This example provides a typical
situation in which pelt might be used, and it also shows the kind
of things that people throw when they pelt someone.
4.Usage.
Most desk dictionaries provide usage information for example: (1) usage
level: standard, substandard, non-standard, illiterate; (2) Style:
formal, informal, colloquial, slangy, biblical, poetic; (3) currency:
old-fashioned, archaic, obsolete; (4) register: law, chemistry,
medicine, BrE, AmE; (5) colouring: appreciative, derogatory, euphemism,
humour, pomp, and others. These will serve as a guide for learners
of English in language use and help learners to use words correctly and
appropriately.
5.
Grammar. Apart from the usual coverage of word classes and inflections,
dictionaries include various amounts of grammar information. ALD, CCELD
and LDCE are all good examples. They supply a good system of verb patterns
which are arranged as supplementary material before the main body (ALD)
or located properly in the main text (LDCE) or in an extra column alongside
each sense of the word in the main body (CCELD). This will also be of
great help to users.
6.
Usage notes and language notes. Usage notes explain the slight
differences between words of similar meanings; difficult points of grammar
and style; important British and American differences; pragmatic use of
words such as the suggestive meaning or attitude that cannot be known
simply by understanding the literal meaning of the words. All these are
difficult areas of vocabulary learning. On top of this are language notes,
which give an extensive treatment of a number of key areas of language
use, covering topics like 'Collocations', 'Articles', 'Idioms' as in LDCE
and special entries like 'Title', 'Name', 'Age' and 'Date' as in CCELD.
Each is an extended discussion of the area at issue. These form an important
component part of language use and can be very helpful.
7.
Etymological information. Most American desk dictionaries and some
British ones give information concerning the origins of words. A little
knowledge of etymology may help deepen our under-standing of the meaning
of words. This is particularly valuable to researchers and language professionals.
8.
Supplementary matter. Besides words and their definitions, most
dictionaries include some of the following information: Abbreviations,
Names, Weights and Measures, Irregular verbs, Word?building elements,
etc. Such encyclopedic information is often helpful and convenient. In
many cases, this saves the trouble of going to a specialized dictionary.
●●● Use of the
Dictionary
10.2.3 Use of the Dictionary
When
we have made a decision on the type of dictionary to choose, the next
step is to make use of the content. There is often such a situation in
which different people use the same dictionary but some people find more
information than others. The reason is that efficient users know better
how to use the dictionary. To use the dictionary to the full, one needs
to follow a few steps:
1.
Read the contents page to find out quickly what information is included
in the dictionary because this page usually provides a detailed list of
the content, including supplementary matter.
2.
Read the guide to the use of the dictionary, where the compilers explain
in detail how to use the dictionary. Take grammar in LDCE for example.
The guide lists all aspects of the grammar information included in the
dictionary: word classes, inflections, grammar codes and phrasal verbs.
Then it goes on to explain what exactly it refers to. LDCE is noted for
its elaborate grammar information. It has a good system of easy?to?use
grammar codes (new edition). Here, examples are given to explain what
the codes look like, where they are put and what each refers to and so
on. The verb patterns are indicated by such codes as [+obj(i)+obj(d)],
which is explanatory by itself. The guide also explains 'A verb that takes
two objects, an indirect[obj(i)] and direct object[obj(d)].' This is followed
by an example 'I handed her the plate.'
Dictionaries
are reference books and helping tools. Their value and usefulness depend
on the user rather than in themselves. To use them well one needs to get
to know them well. The more familiar the user becomes with them, the better
he can use them, and the more information he can obtain. A good reader
may find a good dictionary a rich source of knowledge and a best teacher.
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