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Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and the development of L2 learners’ dictionary skills

机译:词汇,词典编纂及其他:语言文化概念的引入与第二语言学习者词典技能的发展相结合

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The paper discusses the integration of presenting theoretical linguo-cultural knowledge and developing dictionary skills in advanced students of a foreign language. The proposed approach allows showing students the interdisciplinary character of various issues, one of which is cross-linguistic lacunarity. It is given as an example of a phenomenon, whose introduction can be combined with the development of students’ dictionary use abilities. Lacunarity consists in the lack of some source language elements in the target language. Two main kinds of lacunae are distinguished: linguistic and referential ones. The focal issue of the paper is how the information on the lacunary character of words can be presented to advanced students of English as a foreign language, in this paper Polish learners, so that they could consider the phenomenon in terms of bilingual lexicography: first, becoming aware of the specifics of their description; second, practising their dictionary skills by analysing entries for selected lacunary lexical and phraseological units; third, combining the information and skills in doing creative tasks, related to lacunarity and its bilingual lexicographic descriptions. Furthermore, additional activities are proposed for revising the acquired knowledge on lacunarity and advancing dictionary use. Offering students tasks, which require them to adopt a different perspective, aims to increase their involvement in the learning process and to foster their autonomy as learners. Encouraging learners to reflect on lacunae and their lexicographic description is expected to familiarize them with the phenomenon and simultaneously to develop their dictionary skills by doing especially designed activities.
机译:本文讨论了在外语高级学生中提供理论语言文化知识和发展词典技能的整合。所提出的方法可以向学生展示各种问题的跨学科特征,其中之一是跨语言的薄弱环节。它是一个现象的例子,其介绍可以与学生词典使用能力的发展相结合。隐秘之处在于目标语言中缺少某些源语言元素。区分两种主要的不足:语言的和参照的。本文的重点是如何将词汇的词性信息提供给以英语为外语的高级英语学习者,在本文中是波兰语学习者,以便他们可以从双语词典学的角度考虑这一现象:了解其描述的细节;其次,通过分析选定的词汇词汇和短语单位的条目来练习其字典技巧;第三,结合从事创造性工作的信息和技能,这些知识与腔隙及其双语词典编目描述有关。此外,还提出了其他活动,以修订所获得的有关盲法的知识并促进词典的使用。向学生提供任务,要求他们采取不同的观点,旨在增加他们对学习过程的参与,并培养他们作为学习者的自主权。希望鼓励学习者反思空白和词汇表描述,以使他们熟悉这种现象,并通过进行特别设计的活动来发展其字典技巧。

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