A model for a comprehensive electronic school dictionary for South African primary school learners

Morris, Lorna Hiles (2021-03)

Thesis (PhD)--Stellenbosch University, 2021.

Thesis

ENGLISH ABSTRACT: The vast majority of South African learners are being taught in English, which is not their first language. These learners are often not equipped to achieve in English, as they are not yet fluent enough. There is very little support in the form of language resources available in classrooms to assist these learners. There is a need for an electronic school dictionary that supports learning, text reception, and text production in learners in South African schools. Existing school dictionaries are primarily print dictionaries, and while efforts have been made to make them as supportive to second language learners as possible, they are still constrained by space restrictions and the limitations of the printed medium. The electronic medium has not yet been exploited in order to produce South African electronic school dictionaries. This dissertation presents model dictionary articles as a response to the need for a South African school dictionary that offers more support to non-mother-tongue speakers of English who are being taught in English. This study considers the current literature on pedagogical dictionaries, electronic dictionaries, and the South African education context, and combines that with interviews with Grade 5 and 6 teachers to establish what is required in an electronic school dictionary for South African learners. School dictionaries and online dictionaries are also compared and discussed in order to determine what features and components the articles contain, and whether they would be beneficial in an electronic school dictionary for South African primary school learners. A set of preliminary model articles is designed and then tested on Grade 5 and 6 learners, and presented to experts in the fields of pedagogical lexicography and electronic lexicography. The design is then modified and improved, and a final set of model articles that meet the criteria set out by the teacher interviews and current literature is presented. The result is a model for the user interface of articles in an electronic school dictionary that provides more support in the form of translation equivalents, word banks with related words, illustrations for each sense, usage notes, and word family boxes showing relationships between words. The versatility of the model means that it can be adapted for other languages and other grades. The implication for this model is that it can help to close the language gap that is found between first- and second-language English learners.

AFRIKAANSE OPSOMMING: Die meerderheid van Suid-Afrikaanse leerders word in Engels onderrig, wat nie hulle eerste taal is nie. Hierdie leerders is dikwels nie toegerus om in Engels te presteer nie, aangesien hulle nog nie vlot genoeg is nie. Daar bestaan baie min ondersteuning in die vorm van taalhulpbronne wat in die klaskamer beskikbaar is om hierdie leerders te help. Daar is ̓n behoefte aan ̓n elektroniese skoolwoordeboek wat die leerproses, teksresepsie en teksproduksie in leerders in Suid-Afrikaanse skole ondersteun. Bestaande skoolwoordeboeke is hoofsaaklik gedrukte woordeboeke, en al is pogings aangewend om hulle so ondersteunend moontlik te maak van leerders wat tweedetaalsprekers is, word hulle steeds begrens deur die beperkinge van spasie en die gedrukte medium. Die elektroniese medium is nog nie ontgin om Suid-Afrikaanse elektroniese skoolwoordeboeke te maak nie. Hierdie proefskrif stel voorbeeldwoordeboekartikels voor in antwoord op die behoefte aan ̓n Suid-Afrikaanse skoolwoordeboek wat meer ondersteuning bied aan niemoedertaalsprekers van Engels wat in Engels onderrig word. Hierdie studie beskou die huidige literatuur oor opvoedkundige woordeboeke, elektroniese woordeboeke en die Suid-Afrikaanse onderwyskonteks, en kombineer dit met onderhoude met onderwysers vir Graad 5 en 6 om vas te stel wat benodig word in ̓n elektroniese skoolwoordeboek vir Suid-Afrikaanse leerders. Skoolwoordeboeke en aanlyn woordeboeke word ook vergelyk en bespreek sodat bepaal kan word watter eienskappe en komponente die artikels bevat, en of hulle voordelig sou wees in ̓n elektroniese skoolwoordeboek vir Suid-Afrikaanse laerskoolleerders. ̓n Stel voorlopige voorbeeldartikels word ontwerp en dan op leerders in Graad 5 en 6 getoets, en aan kenners in die velde van opvoedkundige leksikografie en elektroniese leksikografie voorgelê. Die ontwerp word dan aangepas en verbeter, en ̓n finale stel voorbeeldartikels wat voldoen aan die vereistes soos uiteengesit deur die onderwyser-onderhoude en die huidige literatuur, word aangebied. Die resultaat is ̓n model vir die gebruikerskoppelvlak van artikels in ̓n elektroniese skoolwoordeboek wat meer ondersteuning in die vorm van vertaalekwivalente verskaf, asook woordbanke met verwante woorde, illustrasies vir elke betekenisonderskeiding, gebruiksnotas, en woordfamiliekassies wat die verhouding tussen woorde verduidelik. Die veelsydigheid van die model beteken dat dit vir ander tale en grade aangepas kan word. Die implikasie vir hierdie model is dat dit kan help om die taalgaping tussen leerders wat moedertaal- en tweedetaalsprekers van Engels is, te oorbrug.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/110049
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