| Page |
726-736 |
| Author |
Erica Autelli, Christine Konecny, Martina Bradl-Albrich |
| Title |
Creating a bilingual learner’s dictionary of Italian and German collocations: strategies and methods for searching, selecting and representing collocations on the basis of a learner-oriented, semantic-conceptual approach. |
| Abstract |
Collocations are commonly used expressions which, from the point of view of a narrow conception based primarily on semantic-conceptual and learner-oriented criteria, can be defined as semi-fixed word combinations situated on the continuum between free combinations and idioms. While collocations are seen as an entirely 'normal' phenomenon and intuitively used correctly by native speakers, for second language learners they can be very tricky because they often vary in different languages, especially due to the different 'conceptualisations' used by the speaking communities, that is the different cognitive approaches to actual situations of the extralinguistic reality. A learner of Italian, for instance, needs to know that in this language a drawn number or lot is literally 'fished' (pescare un numero / un biglietto), that if classes in school have been cancelled, the lessons are literally 'jumping' (le lezioni saltano), or that a free phone number is called a 'green number' (numero verde). As far as Italian linguistics and lexicography is concerned, collocations have only recently become a focus of interest and thus no specific collocational dictionary for L2 learners exists yet. Hence, our aim is to create a bilingual (Italian-German) learner's dictionary of collocations, connecting our lexicographic approach to didactic and semantic research. One of the innovative aspects of our dictionary is that we will insert various drawings made by pupils in order to visualise the conceptualisations of Italian collocations and to facilitate in this way the process of learning and remembering them. The dictionary is mainly aimed at German speakers wanting to learn Italian, but it can also be used the other way round (Italian-German). Its target groups are primarily L1 German and Italian pupils, but it will be equally useful for students, translators and interpreters as well as for German and Italian speakers in general who are learning the other language. The collocations listed in the dictionary will belong to four specific morphosyntactic categories, namely "subject + verb", "verb + direct object", "verb + prepositional phrase" and "noun + adjective or prepositional phrase". In our paper we will illustrate which strategies and methods we use to find and select our data. Moreover, we will show on the basis of which criteria we decide what word combinations are to be classified as collocations and thus to be included in our dictionary. Finally, we will provide the sample entry of the lemma "dente" ('tooth'). |
| Session |
Collocations, phraseology and idioms |
| Keywords |
collocations, didactics, learner's dictionary, second language learning, semantics. |
| BibTex |
@InProceedings{ELX12-065,
author = {Erica Autelli and Christine Konecny and Martina Bradl-Albrich},
title = {Creating a bilingual learner's dictionary of Italian and German collocations: strategies and methods for searching, selecting and representing collocations on the basis of a learner-oriented, semantic-conceptual approach.},
pages = {726--736},
booktitle = {Proceedings of the 15th EURALEX International Congress},
year = {2012},
month = {aug},
date = {7-11},
address = {Oslo,Norway},
editor = {Ruth Vatvedt Fjeld and Julie Matilde Torjusen},
publisher = {Department of Linguistics and Scandinavian Studies, University of Oslo},
isbn = {978-82-303-2228-4},
} |
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