Kontekstuele bepalers by die beplanning van skoolwoordeboeke

Herman L. Beyer

Abstract


OPSOMMING: Die doel van hierdie artikel is om tot die metaleksikografiese gesprek oor skoolwoordeboeke as 'n tipe pedagogiese woordeboek by te dra. Die fokus is op kontekstuele bepalers wat by die beplanning van skoolwoordeboeke verreken behoort te word: Binne die konteks van 'n veeltalige Namibië word enkele onderwyskundige sisteme verken wat 'n impak op die ontwerp van gedrukte skoolwoordeboeke vir die sekondêre skoolfase kan hê, naamlik skoolkurrikula, die nasionale taalbeleid vir skole en die beleid van leerdergerigte onderwys. Hierdie artikel voer ook aan dat die voor die hand liggende teikengebruiker van 'n skoolwoordeboek, naamlik die leerder, nie die enigste teikengebruiker is nie: Die onderwyser word as medeteikengebruiker gestel wanneer dit by die gebruik van woordeboeke in die onderrigleersituasie kom. Verskillende tipes gevalle van woordeboekgebruik in die mikrokonteks van die onderrigleersituasie word onderskei, naamlik woordeboekonderrig, woordeboekgeïntegreerde taalonderrig en woordeboekgeondersteunde taalonderrig. Hierdie tipes gebruik behoort komponente van 'n woordeboekpedagogie te wees, wat uiteindelik behoort te lei tot outonome woordeboekgebruik en die gepaardgaande vestiging van 'n individuele woordeboekkultuur by die leerder. Die leksikograaf moet al hierdie aspekte inreken wanneer 'n skoolwoordeboek beplan word ten einde die nodige leksikografiese vernuwing in te voer. Enkele voorstelle vir sodanige vernuwings en vir verdere navorsing word ten slotte aangebied.

Sleutelwoorde: GEBRUIKERSGERIGTE LEKSIKOGRAFIE, KONTEKS, LEERDER, LEERDERGERIGTE ONDERWYS, LEERWOORDEBOEK, LEKSIKOGRAAF, METALEKSIKOGRAFIE, NASLAANWOORDEBOEK, ONDERWYSER, PEDAGOGIESE WOORDEBOEK, SISTEEM, SKOOLWOORDEBOEK, TAALBELEID, TEIKENGEBRUIKER, WOORDEBOEKGEBRUIK, WOORDEBOEKGEÏNTEGREERDE TAALONDERRIG, WOORDEBOEKONDERSTEUNDE TAALONDERRIG, WOORDEBOEKONDERRIG, WOORDEBOEKPEDAGOGIE

ABSTRACT: Contextual Determiners in the Planning of School Dictionaries. The aim of this article is to contribute to the metalexicographical discussion of school dictionaries. The focus is on contextual determiners that should be accounted for in the planning of school dictionaries: Within the context of a multilingual Namibia, some educational systems that could have an influence on the design of printed school dictionaries for the secondary school phase, i.e. school curricula, the national language policy for schools and the policy of learner-centred education, are explored. This article also argues that the obvious target user of a school dictionary, i.e. the learner, is not the only target user: The teacher is seen as co-target user when dictionary use takes place in the teaching learning situation. Different types of dictionary use instances can be distinguished in the micro-context of the teaching learning situation, i.e. dictionary skills teaching, dictionary-integrated language learning and dictionary-assisted language learning. These types of use should form components of a dictionary pedagogy, which should ultimately result in autonomous dictionary use and the concurrent establishment of an individual dictionary culture with the learner. The lexicographer should take cognisance of all these aspects when a school dictionary is planned in order to introduce the necessary lexicographical innovations. In closing, a few such innovations as well as suggestions for further research are proposed.


Keywords


CONTEXT; DICTIONARY PEDAGOGY; DICTIONARY SKILLS TEACHING; DICTIONARY USE; DICTIONARY-ASSISTED LANGUAGE LEARNING; DICTIONARY-INTEGRATED LANGUAGE LEARNING; LANGUAGE POLICY; LEARNER; LEARNER-CENTRED EDUCATION; LEARNING DICTIONARY; LEXICOGRAPHER; METALEXICOGR

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DOI: https://doi.org/10.5788/20-0-132

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ISSN 2224-0039 (online); ISSN 1684-4904 (print)

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