1 / 47

Lingua Inglese II magistrale LM-38 a.a 2012-13 Prof. V. Pulcini Dott. Luisa Bozzo

Lingua Inglese II magistrale LM-38 a.a 2012-13 Prof. V. Pulcini Dott. Luisa Bozzo. Title: The vocabulary of business and tourism through dictionaries and corpora.

sydnee
Download Presentation

Lingua Inglese II magistrale LM-38 a.a 2012-13 Prof. V. Pulcini Dott. Luisa Bozzo

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lingua Inglese II magistraleLM-38a.a 2012-13Prof. V. PulciniDott. Luisa Bozzo

  2. Title: The vocabulary of business and tourism through dictionaries and corpora This course offers an overview of English dictionaries, with special reference to monolingual learner’s dictionaries and their development within the English lexicographic production up to the present. It illustrates the theoretical and pedagogical problems related to learner’s dictionaries, such as controlled vocabulary, verb patterns and phraseology, focussing the attention on the major dictionaries available online today and on the changes in the macro- and microstructure introduced in the most recent editions, up to the release of electronic dictionaries. The course also deals with linguistic research in the areas of lexis (collocations and idioms) and grammar, supported by new technology from the 1970s and research resources (corpora).

  3. programme (continued) The analysis of English lexis will focus especially on terminology, collocations, phraseology and syntactic patterns specific to business, tourism and international communication. During lessons, which will be held in the language laboratory, students will carry out group and individual research on the lexicon of their own subject fields. The course will also include an online Workshop using the e-learning platform of the Department for students attending lessons. See the tutor’s personal website: www.personalweb.unito.it/virginia.pulcini

  4. propedeuticità Gli studenti devono possedere una buona competenza nell'uso dell'inglese orale e scritto (livello C1 secondo il Quadro Comune Europeo di Riferimento per le lingue straniere). Devono anche conoscere i fondamenti della linguistica inglese, in particolare la fraseologia e la sintassi, e avere abilità informatiche di base per la navigazione in Internet, la consultazione di dizionari on-line e di corpora. Per sostenere questo esame gli studenti devono aver superato l'esame di Lingua inglese del primo anno (comprensivo della prova propedeutica) e la prova propedeutica del secondo anno.

  5. the exam • The final examination will be oral and will include a discussion of the final paper and questions on the set readings. The final paper must address one of the topics discussed in the course, i.e. lexis (phraseology, collocations), grammar (verb pattern, phrasal verbs), carrying out a comparison of the lexicographic sources and corpora examined in the course. Detailed guidelines for the writing of the final paper will be given in the course slides and in the course materials, available at the end of the course. The final evaluation will be combined with the assessment obtained for the practical language lessons of the second year (oral report and presentation skills). • ERASMUS students should personally see the tutor at the beginning of the course.

  6. the exam + Online Workshop • Per gli studenti che partecipano all’ Online Workshop l'esame orale, in inglese, verte sui contenuti delle letture scelte e su una relazione finale che illustri le 3 attività svolte (Tasks) nei moduli del Workshop. • La relazione sostituisce il saggio di ricerca individuale per gli studenti che abbiamo partecipato all’Online Workshop con regolarità. • La valutazione finale dell’esame integrerà il risultato della prova propedeutica del secondo anno (Oral report and presentation skills).

  7. set readings • Cowie, A. P., English Dictionaries for Foreign Learners, Oxford University Press, 2002 (Introduction, chapters 1 and 4). • Halliday, M.A.K. , Teubert W. and Yallop C. Lexicology and Corpus Linguistics. An Introduction, 2004, Continuum • chapter 1 pp.1-22 “Lexicology”; • chapter 2, pp.24-45 “Words and meaning”, “Etymology”, “Prescription”, “A social view of language and meaning”; • chapter 3, pp.107-112 “A brief history of corpus linguistics”; • chapter 4, pp.114-165 “Directions in Corpus Linguistics”. • Atkins B.T. and Rundell M. The Oxford Guide to Practical Lexicography, 2008, Oxford University Press. (Part I pp. 15-246 “Pre-lexicography”) • Gotti, M.. The language of tourism as specialized discourse. In O. Palusci and S. Francesconi (eds.), Translating tourism. Linguistic/cultural representations. Trento: Editrice Università degli Studi di Trento. 2006.15-34. • Molino, A. “Anglicisms in Italian as alerts to greenwashing: a case study”, CADAAD, Volume 5/1, 2011 <http://cadaad.net/2011_volume_5_issue_1> • Pulcini, V. Register variation in tourism terminology. In R. Facchinetti (ed.) English Studies between Lexicology and Culture, Cambridge Scholars Publishing, Newcastle-Upon-Tyne. • Sinclair, J. TheSearch for Units of Meaning, in Textus, IX, 1996, 75–106. • Walker, C. How a corpus-based study of the factors which influence collocation can help in teaching business English. English for Specific Purposes, 30 (2011), 101-112.

  8. Monolingual learners’ dictionaries (MLDs)EFL dictionaries / learners’ dictionary/learner’s dictionary / a learner’s dictionary • are now worldwide in their diffusion • history from 1920s to 1980s • rising demand on the market, “global appetite” for English • user-driven: compiled according to users’ needs • research-driven: based on experience of linguistic analysis • represent a coming-together of intellectual, technological and commercial forces in lexicography

  9. Cowie, A. P., English Dictionaries for Foreign Learners, Oxford University Press, 2002 (chapters 1-4). • Introduction • Chapter 1: first generation of LDs

  10. The founding fathers of applied linguistics • three expatriate Englishmen: • Harold E. Palmer • Michael P. West • Albert S. Hornby • http://www2.warwick.ac.uk/fac/soc/al/research/collect/elt_archive/halloffame

  11. Harold Palmer (1877-1949) • early life in London – no university • 1902 Belgium - English teacher (Berlitz method) • minimal vocabulary based on structural words • 1915 lecturer in ELT at University College London • 1921-1936 Tokyo IRET “Institute of Research in English Teaching” • 1931-32 world tour • 1934 Carnegie Conference in New York • 1935 Carnegie Conference in London • 1938 A Grammar of English Words (Longman)

  12. Michael P. West (1888-1973) • educated in Oxford • 1912 Indian Education Service (Principal Inspector) • interest in bilingualism • developing reading skills based on vocabulary control • 1934 Carnegie Conference in New York devoted to vocabulary limitation (Ogden’s Basic English) • 1935 Interim Report on Vocabulary Selection • 1935 The New Method English Dictionary • 1953 General Service List of English Words (GSL)

  13. Albert S. Hornby (1898-1978) • war service in the Royal Navy • degree in English language and literature at UCL • 1924 English teacher in Japan, member of IRET (Japan) • 1931 collaboration with Palmer on collocations • 1934 Tokyo School of Foreign Languages • 1936 takes over from Palmer • professional ties with Palmer and other scholars, including OUP editors

  14. Albert S. Hornby (continued) • 1941 (Pearl Harbour) interned and repatriated – his library destroyed by bombing raids • 1942, 1945 British Council linguistic adviser in Teheran and London • 1942 Idiomatic and Syntactic English Dictionary (later Advanced Learner’s Dictionary ALD) • 1946 English Language Teaching Journal, BBC series ‘English by Radio’ • 1961 A S Hornby Educational Trust • appointed OBE (Officer of the Order of the British Empire), fellow of UCL, MA Oxford University

  15. Chapter 1 – The Genesis of the Learner’s Dictionary Research and practical applications from the late 1920s onwards • The vocabulary control movement • Pedagogical grammar • The first 4 pioneering learner’s dictionaries (West 1935, Palmer 1938, Hornby 1940, Hornby 1942)

  16. The Vocabulary Control Movement 1920s, 1930s • IRET Tokyo (Palmer): research on controlled English vocabulary for middle grade school • problem 1: categorization (definition of word, idiom, etc.) • problem 2: a vocabulary (i.e. glossary) is not just a list of word-forms in frequency order • a structured vocabulary should consist of a root and a cluster of inflectionally and derivationally related forms, e.g., FASTEN, fasten, fastens, fastened, fastening, fastener.

  17. How to compile a word-list What shall we call a word? grandmother What is an idiom? break one’s heart ‘One word, something less than one word, something more than one word’ some – any - ad- advertisement – ahead - alarm-alarmed-air-airport - airmail…

  18. Limiting the Burden of Memory (Carnegie Conferences) • a pedagogical need: reduce the student’s effort • perhaps only 1,000 words would be enough (the minimum for basic communication) • the Objective Quantitative Approach: to select the controlled vocabulary from a body of texts (frequency, range) • the Subjective Approach: to select the controlled vocabulary on the basis of teachers’ experience on learner’s needs

  19. Palmer’s ideas • it is necessary to define categories • homonyms should be distinguished (can n., can v.) • roots and derivatives should be considered (happy – happiness) • antonyms should be considered (happy – unhappy) • meanings should be distinguished • 1930 The First Interim Report on Vocabulary Selection (3,000 words divided in 5 middle school layers) • 1931 The Second Interim Report on Vocabulary Selection

  20. Palmer’s emphasis • structural/grammatical words rather than content/open class words • structural words make the greater contribution to sentence building (when, as long as, however) • content words can be picked up as the need for them arises (stakeholder) • special purpose/general purpose words (aircraft / room) • emphasis on ‘heavy duty’ lexical words and structural words (maximum potential of usability)

  21. OALD - activity • Analyse the entry for communication and reflect on the different senses of the word • Analyse the entry for happy and consider meanings, grammatical patterns, idioms, synonyms

  22. Palmer/Hornby Thousand-Word English 1937 • list of 1000 words for writing or adapting reading material • Method: a word (root) heads an entry containing its inflected forms, common derivatives and semantic varieties • attention to antonymy, instrument and associated activity (thick and thin, tooth and bite, key and lock) •  association method in vocabulary teaching • separate entries for mind n. mind v., break /breakfast, cloth/clothes/ fly, flight (a flight of stairs)

  23. Oxford 3000 • Look at the Oxford 3000 list, consider the first 30 words and select the 10 most important ones, in your opinion, for basic communication.

  24. A Grammar of English Words 1938 (Palmer) p.36 (see p. 20) • the aim was to describe, in alphabetical order, the grammatical problems of the 1,000 or so words which presented the most serious difficulties (‘stumbling-blocks’) for foreign leaners (in construction, word-formation and collocation) • focus on the productive use of English (encoding) to serve the writer’s rather than the reader’s needs • verb patterns (coded with numbers and listed separately) – important for sentence building • Palmer coined the term ‘learner’s dictionary

  25. A Grammar of English Words 1938 (Palmer)derived from TWE with additions p.20 mind [] v. • = take care or charge of • = pay attention to, notice • = object to morning [], mornings [] the morning is the first part of the day this (to-morrow, yesterday) morning on Sunday, etc. morning on the morning of the 18th, etc. Comps. Morning coat, morning dress, morning star Phr. Good morning

  26. West/Palmer General Service List 1953 • Carnegie Conferences (1934-35): the role of word lists in the teaching of English as a foreign language EXTEND extend, v. (1) (stretch out, be stretched out) The garden extends as far as the river examples (2) (continue, enlarge, protract, lengthen) extend one’s visit  combinations extend a business extent, n. To the full extent of the garden extension, n. An extension of the hospital  derivative extensive, adj. Extensive repairs, enquiries extensively, adv.

  27. Take a look at the General service list http://www.nottingham.ac.uk/~alzsh3/acvocab/wordlists.htm Sublist 1-500

  28. West New Method English Dictionary 1935 • original feature: definitions based on a ‘minimum adequate definition vocabulary’ • a vocabulary of 1,490 words was used to define 23,898 vocabulary items • problems related to defining (in general) and defining within a small wordstock • this dictionary is the forerunner of the Longman Dictionary of Contemporary English (first edition 1978)

  29. Features of West’sNew Method English Dictionary 1935 • decoding dictionary: designed to meet students’ needs to understand rather than use English (for reading not for speaking) • weak points: uneven treatment of morphology and syntax, the pronunciation scheme is difficult e.g. no indication of irregular forms of verbs or irregular plurals (man/men, countable / uncountable) • strong points: selected defining vocabulary

  30. pronunciation hit head hat hot hall • 2 4 5 55      discretion (1-2shn)

  31. Focussing on different learning needs Reading needs: when we read different forms of the same word must appear in separate entries (derivatives and compounds) e.g. refer, reference Writing needs: when we write, we need to be reminded of forms related to the headword (derivatives and compounds) e.g. refer, reference

  32. Palmer’s research on Noun Phrases and Anomalous Finites (auxiliaries) • the use of determiners (the, some, this, etc.) • definiteness /indefiniteness in nouns • zero determiner (We need to buy sugar and coffee) see business, accommodation • countable/uncountable distinction

  33. Palmer’s research on Construction Patterns • He wanted to provide students with a handy guide to verb syntax • It focussed on the complementation pattern of the verb, e.g. Pattern 6a N x (always) x F x Extent We walked three miles It lasted two hours

  34. Verb patterns • Palmer is best known for the system of 27 verb-patterns adopted in the GEW • Verb patterns reflect underlying similarities and differences VP2 Verb x Subject Complement He is chairman VP4 Verb x Direct Object Somebody shouted my name VP11 Verb x Indirect Object x Direct Object I bought John a book

  35. Simple / complex patterns • simple: with phrases as objects or complements They expect success • complex: with finite/non-finite clauses as part of verb complementation They expect to succeed Many people were expecting that peace talks would break down. Do you expect meto believe you?

  36. Look up the Verb Patterns of the verb HOPE • simple: hope for s.th. We are hoping for good weather on Sunday. • complex: hope (that) I hope (that) you are okay hope to We hope to arrive around two. Passive: it is hoped that (also look up ‘suggest’)

  37. A S Hornby & R. Ishikawa A Beginner’s English-Japanese Dictionary (1940) • why a bilingual dictionary? • Palmer and Hornby were firmly committed to the pedagogical principle that English should be taught through the medium of English • translation would be ‘the last resort’ • a bilingual dictionary would serve as a reminder to students who do not have regular contact with teachers

  38. A S Hornby Idiomatic and Syntactic English Dictionary (1942) • (later Advanced Learner’s Dictionary ALD) • monolingual general-purpose dictionary designed for advanced learners of English • inclusion of C and U nouns, as many collocations as possible, and construction patterns • both decoding (large wordlist) and encoding function Hornby adapted the worlist of the Concise Oxford Dictionary (1934) • idiomatic: special attention to phraseology

  39. pronunciation (ISED) • IPA transcription in TWE, GEW and ISED • full phonetic transcription of headwords and derivatives • RP Received Pronunciation (according to Daniel Jones English Pronouncing Dictionary) • foreign users not interested in variants e.g. poor /, /, postman /()/

  40. ‘Front matter’ (ISED) • number codes for verb-patterns • tables with patterns and illustrative examples VP 7 Don’t get your clothes dirty. The sun keeps us warm. I found the box empty We painted the door green

  41. VP codes in entries fasten … (P1, 10,18) make fast; fix firmly; tie rush …  (P21, 23, 24, 25) go or come forward with violence;… The bull rushed at him. The soldiers rushed forward. They rushed out of the room. Don’t rush through your work.

  42. Countable and Uncountable nouns • it was Hornby who first introduced the abbreviations [C] and [U] for reasons of space fresco…  [U] the method of painting pictures on plaster…  [C] a picture made in this way • later the label would be omitted if the noun was countable

  43. definitions and glosses • Hornby used and adapted the entry-list of the Concise Oxford Dictionary (3rd ed. in 1934) • the COD was used as a guide to hyphenation in compounds • definitions use simple vocabulary malevolent, a. Desirous of evil to others. (COD 3) malevolent … adj. (Cf. benevolent) wishing to do evil to others;… (ISED)

  44. one-phrase analytical definitions malnutrition, n. insufficient nutrition (COD3) malnutrition… n. [U] not getting enough food or the right sort of food. (ISED) full sentence definitions for encyclopedic information: mammal… n. one of the class of animals which feed the young with milk from the breast. Human beings, dogs, bats and whales are mammals.

  45. senses and sub-senses (white numbers in black circles) manhood… n. [U] the state of being a man,… courage; the qualities that belong to a man. all the men (collectively),… Parenthetical glosses to specific examples: disguise  [C] the clothes, false hair, actions and manner that are used. … She made no disguise of her feelings(i.e.she didn’t hide them)

  46. synonyms and antonyms • the majority of students use dictionaries to find synonyms • antonymy (malevolent cf. benevolent) • synonymy (manure cf. fertilizer) • co-hyponyms (map, plan, chart / business, trade, commerce) • converse terms (man and wife)

  47. Oxford Advanced Learner’s Dictionaryfrom ISED (1942) on • First edition first published in 1948 (12 impressions) Title:A Learner’s Dictionary of Current English • Second edition first published in 1963 (19 impressions) Title:The Advanced Learner’s Dictionary of Current English • Third edition first published in 1974 (28 impressions) Title:Oxford Advanced Learner’s Dictionary of Current English • Fourth edition first published in 1989 (50 impressions) Editor P. CowieOxford Advanced Learner’s Dictionary of Current English • Fifth edition first published in 1995 (65 impressions) Title:Oxford Advanced Learner’s Dictionary • Sixth edition first published in 2000 (117 impressions) • Seventh edition first published in 2005 • Eighth edition first published in 2010

More Related