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LG 546 WEEK 6

LG 546 WEEK 6. DICTIONARIES GLOBAL COURSEBOOKS. Internal and External Criteria.

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LG 546 WEEK 6

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  1. LG 546 WEEK 6 DICTIONARIES GLOBAL COURSEBOOKS

  2. Internal and External Criteria. • Internal criteria: Different from that of text books. Internal Criteria for Dictionaries consists of what the Dictionary claims about itself, or what the editors claim about the dictionary. External Criteria come from Metalexicography looking at the linguistic requirements for a lexical description, as well as considerations for design.

  3. METALEXICOGRAPHY • Academic Lexicography, or Metalexicography is concerned not primarily with compiling of dictionaries, but with researching and teaching about the whole business of making dictionaries, the history, typology, structure, their users etc

  4. INTERNAL • All dictionaries in their blurbs or their preface claim features that distinguish them from previous editions or from current rivals. A reviewer may take these claims as the basis of reviewing a dictionary.

  5. External • External criteria, do not need to be overly ‘academic’, since we must also take into account the needs of the users of the dictionaries, the learners. • Dictionaries are reference works and aimed at particular groups of users/ learners. • Dictionaries function as works recording the language, as well as reference works.

  6. PRESENTATION. • Page Layout. • Layout of the Entries. • Length of Entries. • Abbreviation. • CONTENT. • Range of Vocabulary. • Word formation • Homographs.

  7. CONTENT • Defining. • Beyond Denotation. • Pronunciation. • Grammar • Usage. • Examples. • Etymology. • Special features.

  8. ELECTRONIC DICTIONARIES • How easy is it to install and/or use? • To what extent does the dictionary offer useful clear information? • How useful is the dictionary in explaining how and when the learners may use different words? • How useful are the dictionaries in helping learners improve their text? • Possible information about a word could include: a The word plus phonemic transcription. B grammar information. C. Loudspeaker items, British / American? D. Definition plus examples. E. Related words.

  9. REFERENCES • Lew, R. 2009. The Oxford Guide to Practical Lexicography. OUP. • Tribble, C. 2003. Survey:Five Electronic Learners Dictionaries. ELT Journal.n 57/2. pp 182-197 • Hartmann, R. 2001. Teaching and Research in Lexicography. • Hartmann, R. 1998. Dictionary of Lexicography. Routledge. • Landau, S.I. 1989. Dictionaries: the Art and Craft of Lexicography. CUP. • Murray.K.M.E. 1977. Caught in the Web of Words: James Murray and the Oxford English Dictionary. Yale. • Bejoint, H. 2000. Modern lexicography: an Introduction. OUP. • Leaney, C. 2007 Dictionary Activities. CUP. (available online from Library).

  10. THE GLOBAL COURSEBOOK. • Elvis Presley, Volcanoes, and Lions? • Are you really interested in Bill Gates? • Do you know who Bill Gates is? Do you care? • The glorifying and ethnocentric focus on Western Culture. • Imperialist/Resistant view of the global spread of English as a problem.

  11. GLOBALISATION. • Trans-national corporations spread English, • connected electronically. English = lingua franca • The Internet and English • Even the Zapatistas use English • English dominates since most computers situated in English speaking areas….

  12. THE COMMERCE OF THE GLOBAL COURSEBOOK • ELT publishing a growing, competitive industry, esp between British And American TextBooks (Australian too now) billion pound industry and riches for Peter Viney… •  In EU, English almost official language (French don’t like it) Poland Cert. • UCLES, new EU countries and the fall of Russia….. • Huge demand for ELT TBs.

  13. COURSEBOOK CONTENT. Coursebooks are commodities but contain an interplay of [contradictory] commercial, pedagogical, and ethical interests. In many course-books in the last few years, there has been a shift to ‘international’ settings which reflects a sense of English as an increasingly global/globalised language.

  14. INCLUSIVITY. • Early surveys concluded women were under-represented, trivialised and stereotyped in a wide selection of British and American course books,. A quick look at modern global course-books shows this is no longer the case. • The extent to which negative representations of women may adversely affect women students [and teachers]. • Recent language change in English may reflect the move away from gender bias.

  15. APPROPRIACY? • PARSNIP • Politics • Alcohol • Religion • Sex • Narcotics • Isms… • Pork UK EFL-ese characterised by a very narrow range of topics/notions/functions. The EFLWorld. Textbooks become bland.

  16. ACCOMMODATING THE LOCAL. • Some countries such as Spain/Italy, have course-books specially written for them, produced by the schools/institutions/chains locally or even by CUP/OUP etc. see ‘Fukami at Home’ from Shane school., for Japanese example, or ELS in Korea. • A paradox of globalisation is that High-Tech, production makes it possible to tailor products to smaller and smaller market segments. Thus globalisation may have the potential to increase, not decrease , Diversity.

  17. REFERENCES • Phillipson, Robert. 1992. Linguistic Imperialism. OUP. Oxford. • Canagarajah, A. 1999. Resisting Linguistic Imperialism in English Teaching.OUP • Sunderland, J. 1994. Exploring Gender, Questions and Implications for English • Language Education. Prentice Hall. • Sunderland, J. 1992. Gender in the EFL Classroom. English Language Teaching Journal. 46. p81-91. • Crystal, D. 2006. Language and the Internet. Cambridge • Pennycook, A 2007. Global Englishes and Transcultural Flows. Abingdon. • Alptekin, C. 1993. Target Language Culture in ELT Materials. English Language Teaching Journal. 47. p136-43.

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