The document discusses new roles for vocabulary learning in a second language. It notes that there is a gap between simplified texts designed for language learners and original unmodified texts. It explores ways to help learners bridge this gap, such as through glossing unknown words, using computer-assisted tools like concordances, and focusing on morphological word forms. The goal is to help learners acquire the estimated 8,000-9,000 words needed to read unmodified texts without having to solely rely on simplified texts.

1. LEXICOGRAPHY
&
NEW ROLES FOR L2
VOCABULARY
BY:
SALMAH ADE NINGRUM
RAHMA KAMANDA SARI
RADEN AYU TRI RATU UTAMI

2. 1.
LEXICOGRAPHY

3. 4. DICTIONARY
COMPILATION
• Compiling the dictionary used take a very long time, by using
technology over the past few decades have sped up the glacial flow
of earlier lexicographical practice, but still the path from inception to
publication is a slow one.
• For example:
The French Academy Website.

4. Most of the dictionary projects will pass through a series of seven
cascading stages. The outcomes, input, and the procedures
required to achieve them must be planned. The final outcomes is
the production of the dictionary.
What make it so
long?

5. The core phases
of the
lexicographical
process:
1. Collection of words and contexts
of their use.
2. Selection of the words to be
included.
3. Construction of the entries in
which the words will be appear.
4. Their arrangement together in
the dictionary
The seventh stage is the all-important
and never-ending revision stage,

6. The arrows in the diagram
reflect the fact that these
stages may overlap and
interact with each other. For
example, each stage must
be planned, including
revision, and each stage
must be revised, including
planning.

7. Planning
Knowledge also allow them to plan:
• The word lists themselves
• Locate the best sources for definitions and
examples
• Determine policy on the amount and type of
guidance on usage
• Decide on layout
• Conventions of presentation
Knowledge will assist
lexicographers in making
decisions about:
• The size and scope of
the product
• The time frame for
compilation
• The resources needed

8. Collection &
Selection
Before resolving what to put in each entry, one must
decide which words to give entries for in the first place.
Words must be collected, and then a subset selected for
inclusion.
Barnhart (2001) pointed
out that if a project for a
college dictionary did
not establish limits on
the number of words
before compilation

9. Space restrictions
Frequency and
currency of the
word
Purpose/uses/users
of the dictionary
Lexicographical
ideology
The criteria used to
determine which
words are selected
for inclusion and
which are left out.

10. Let’s use a single set of synonyms to elucidate the criteria
Chocka The word chocka, from Australian English, is unlikely to be
found outside regional dictionaries,
Farctate The inclusion of the very rare farctate is highly improbable
Full (up) The most frequent words used for the concept in common
usage in pocket dictionary
FURTB FURTB is the acronym of ‘full up ready to burst’ and is
included in the online Chat Slang Dictionary of ‘slang
words, acronyms and abbreviations used in websites, chat
rooms, blogs, internet forums or text messaging with cell
phones’
Replete It word may appear in concise or college dictionaries if they
are old-fashioned but still used in formal, written contexts.
Stuffed The most frequent words used for the concept in common
usage in pocket dictionary

11. Construction &
Arrangement of Entries
Once the words have been selected and evidence of their use
recorded, the microstructure of each entry must be
constructed, arranged together into the dictionary’s
macrostructure and woven together through cross-references
.

12. The core elements of dictionary’s microstructure:
Headwood Providing spelling and syllable divisions, and is followed by a
representation of the pronunciation. Set to British IPA (International
Phonetic Alphabet) in the application preferences.
Grammatical
Properties
The grammatical properties of the word are given (namely N, indicating
‘noun’).
Usage Usage is indicated in this example simply by labeling the genre
(Chemistry).
Meaning The meaning of the word is given as a definition, followed by an example,
but not, in this case, a citation or example of its meaning in use.
Related Forms Morphologically related forms are often included as ‘run-on’ entries, as
here with the adjective polymeric
Etymology Etymological information is given, presenting the history of the word (its
earliest recorded origins, here from Ancient Greek, and its first recorded
usage in English). The etymology is the only element of the entry that has
no counterpart in the mental lexicon

15. To define itself
To give an example or
instance alongside the
definition
To follow the
synonymy route
Focuses on the
linguistic and
sociopragmatic
contexts in which the
word is used
Ways of
indicating
meaning:

16. 5. DICTIONARIES AS TOOLS
FOR LEARNING
The earliest lexicographical works were lists of words in two
different languages, and had a clear educational objective: to allow
users to study texts written in another language

17. Examples and Illustrations
CHINA
The lexicographers
developed word lists
to teach students
learning to write
Chinese characters
EUROPE
Monolingual
dictionaries with the
aim of teaching
people the ‘hard’
words in texts written
in their own language
ENGLAND
• Cawdrey’s talked about Table
Alphabeticall of Hard Usual
English Words)
• Coote’s volume consists of a series
of exercises, rules and readings,
followed by a list of words with
definitions normally comprising
single synonyms or short
circumlocutions, and resembling
the entries of many earlier
bilingual dictionaries

18. The reasons are:
• They are ‘linguistic in orientation
• Interdisciplinary in outlook
• Problem solving in spirit.
HARDMANN (2001)
Pedagogical dictionary as
applied linguistics

19. It because the users are
characterized by an underdeveloped lexical
competence in the target language. Typically,
these users are children or young adults
learning their first language and
additional language learners that follow their
parents as immigrants, refuge, or expatriates.
Learner dictionaries require
particular care with elements
of:
• Macrostructure
• Microstructure

20. Children’s dictionaries are characterized by the
selection of words included:
• The simplicity of the language they use in definitions
• The use of illustrations to maintain interest and support
understanding

21. 6. CORPORA, COMPUTERS
AND THE INTERNET
• Webster and Murray.
The use of corpora has brought astounding improvements (and
challenges) to the lexicographical process, and the development of
affordable and portable multimedia has generated a range of
dictionary products that would have dazzled, or more likely terrified.

22. Figure 11.5 illustrates one of the new modern
dictionary. This is a dictionary of British Sign
Language for young learners of the language
who can read English.
The benefits for deaf kids of being able to see
signs actually performed in front of them by an
engaging cartoon figure, rather than having to
leaf through printed pages to find the static
photos or line drawings using arrows that you’d
find in traditional sign dictionaries

23. Technology has had a
massive impact on the core
processes of:
•Collection,
•Selection,
•Construction
•Arrangement
It through the creation of
lexical corpora and the
development of associated
software.
Hunston (2002, pp. 96–109)
discusses the main impact of
corpora on applied linguistic
theory and practice in terms of a
new focus on the following five
features:
1. Frequency
2. Collocation and phraseology
3. Variation
4. Lexis in grammar
5. Authenticity.

24. A corpus
is required if how
commonly a word form
is used with a
particular meaning in
the speech and writing
of members of a
speech community
for dictionary-writing in collection
and selection stages:
1. To discard nonce words
2. To rank priorities for inclusion
by identifying highly infrequent
words
For dictionary-writing in collection
and selection stages:
1. To ensure that in entries more
frequent usage
2. To ensure that in entries more
frequent meanings through
definition, exemplification
and/or citation.

25. 7. ROLES FOR APPLIED
LINGUISTS

26. IN EDUCATIONAL
CONTEXTS
IN ADDITIONAL
LANGUAGE
SITUATIONS
FOR
TRANSLATORS
THE DESIGN AND
USE OF
DICTIONARIES
THE MAPS
OF ROLES
FOR
APPLIED
LINGUISTS

27. 2.
NEW ROLES
FOR L2
VOCABULARY?

28. 5.1
Introduction
Bridging the
gap
Simplified
text
Unsimplified
text

29. 8,000-9,000 words
needed
98% of running
words/tokens in an
unsimplified
The Longman
Bridge Series of
adapted texts
o graded readers
o Unsimplified texts
5.2 The Gap
between
Simplified &
Unsimplified
Text

30. The Bridge Series
Students of English as
a second or foreign
language who have
progressed
The Longman
Simplified English
Series
Not yet sufficiently
advanced to read the
original form.
5.2 The Gap
between
Simplified &
Unsimplified
Text

31. Three ways of dealing with the unknown words in a text:
(1) replace them with known words,
(2) provide support in the form of glosses,
elaboration, easification, or dictionary look-up
(3) allow the words to be guessed from context.

32. Elaboration of text involves adding explanation into the text

33. 5.3 Glossing
Glossing involves providing a context-relevant meaning
of the unknown word and, along with dictionary use.
These can be in brackets after the word, in the margin,
in superscript above the word, or in a hyperlink to the
word.

34. 5.3.1 The Placement of the Gloss
5.3.2 The Nature of the Gloss
In the margin, some researchers have used multiple-choice glosses

35. 5.4 The
Vocabulary
Demands of
Academic Text
Table 5.1 looks at the coverage of a series of 20 word
lists made by counting word family range and frequency
in the British National Corpus (Nation, 2004) on an
academic text in applied linguistics.
Page 105

36. 5.5 The
Vocabulary
Demands of a
NovelThe novel chosen was Lord Jim by Joseph Conrad.
(Table 5.2, 5.3 Page 108-109)
It would be necessary to read at least ten long novels or
around 2,000,000 words of text of various kinds. Clearly
other complementary approaches to learning would be
useful.

37. 5.6 Deliberate
Learning of
Vocabulary
In a well-balanced language course there needs to be a
balance of the four strands of meaning-focused input,
meaning-focused output, language-focused learning,
and fluency development

38. 5.7
Morphologically-
related Forms
Descriptions of these kinds of relationships exist in
various forms in dictionaries, etymological dictionaries,
and in morpheme counts, but this information has not
been gathered together in a form that is useful for
teachers and learners, and has not been usefully
quantified.

39. 5.8 Computer-
assisted Learning
5.8.1 Concordance Data to Help Guessing
By double-clicking on a word in the text, the learner is
given a concordance which consists of several
instances of the word occurring in context.
5.8.2 Spoken Input to Help Recognition
By clicking on a word in the text, the learner hears the
spoken form of that word.

40. 5.8 Computer-
assisted Learning
5.8.3 Dictionary Look-up to Get the Meaning
Any word in the text can also be looked up in an
electronic dictionary while reading the text.
5.8.4 Gathering Words for Later Study
While reading, the learner is able to choose words
from the text and place them in a word box at the top
of the screen.

41. THANK
YOU!