2. 1.
What are the functions of ‘homograph number, menu, headword, section/subsection
and section/subsection marker’?
2.
Write the names of the headword-oriented components.
3.
State the i t that brings about a diff
St t th point th t b i
b t difference b t
between monolingual and bili
li
l d bilingual
l
dictionaries when transmitting the meaning of the headword.
4.
Explain the terms ‘gloss’ and ‘pragmatic force gloss’.
5.
Write th
W it the components th t enable meaning and t
t that
bl
i
d translation i bili
l ti in bilingual di ti
l dictionaries
i
and explain each of them.
6.
Identify the term ‘sense indicator’ and write its types.
7.
7
What is signpost and what are its features?
8.
Write the meaning of the term ‘collocator’ and state its functions.
9.
What are the principal components that are used to carry grammatical information?
10.
What are the types of MWE components that are mostly involved in different
contexts?
11.
What is the content of Ogden and Richards’ meaning triangle?
12.
Classify th different ki d of li
Cl if the diff
t kinds f linguistic l b l
i ti labels.
13.
What are the issues which have to be taken into account when devising a labels policy?

3. 14.
Write the types of usage notes and state their features.
15.
Describe the terms ‘secondary headword, run-on and cross reference’.
16.
16
What is the difference between the secondary headword and run on?
run-on?
17.
What are the advantages and disadvantages of organizing an entry according to the
grammar-based or meaning-based format?
18.
18
State the senses which present the meanings of polysemous words and explain the
difference between them.
19.
Write the additional factors that contribute to the selection of entry structure and
explain them.

4. The basic contents of this chapter are:
Which of the many possible entry components are to be used in the dictionary, the types of
information that each may hold and how it should be presented.
The various decisions that you will have to make when compiling the entry.
7.2 Information in the various entry components
The purpose of this section is to introduce the principal entry components and
illustrate them.
7.2.1 Navigating the entry
The role of the components introduced in this section is to structure the entry and to
help users find their way around all the information it contains.
O l a ‘menu’ leaves the l i
’l
h lexicographer with a choice of content, since what you put
h
ih
h i
f
i
h
Only ‘
there depends on the senses of the headword.
7.2.1.1 Headword
This
is itt
Thi component h ld th l i l f
t holds the lexical form of th h d
f the headword, showing h
d h i how it i written,
whether in a single word, a hyphenated word, or in several words.
7.2.1.2 Homograph number
The presence of this component indicates that the headword is one of two or more
homographs and that the same word appears as a headword again in an adjacent
entry.

5. 7.2.1.3
7 2 1 3 Menu
It currently appears mainly in dictionaries for non-native speakers, and is designed to
streamline the difficult task of locating the right part of a complex entry.
For menu items remember to choose simple words which the user is likely to
items,
understand.
7.2.1.4 Section/subsection
A section (or subsection) holds the facts relating to one LU
LU.
7.2.1.5 Section/subsection marker
Most commonly, numbers and/or letters indicate the start of a new section or
subsection.
7.2.2 The lemma headword
The components introduced in this section are principally used to carry information
(
),
g
y
pp
U,
about the headword (lemma), although they can also appear within an LU, with
information that refers only to that particular LU.
These headword-oriented components are pronunciation, variant form, frequency
marker, inflected form and etymology.
7.2.2.1 Pronunciation
The most common way of showing how a word is pronounced is to use the IPA.

6. 7.2.2.2
7 2 2 2 Variant form
This component shows an alternative spelling or slight variation in the form of this
word.
7 2 2 3 Frequency marker
7.2.2.3
It reflects the frequency of the headword in the corpus.
The frequency marker, expressed in numbers, symbols and abbreviations, is used
lerners
word s
mainly in lerners’ dictionaries to give students and teachers an idea of a word’s
relative importance.
7.2.2.4 Inflected form
This component indicates the various inflections of the headword.
Paradigmatic grammar information is also included, but this type of information is
normally shown for the headword only; it is not repeated for every TL noun and verb.
7.2.2.5 Etymology
This component shows the origin of the word and how it developed through time.
7.2.3 Meaning in monolingual dictionaries
In monolingual dictionaries the obvious way of transmitting the meaning of the
dictionaries,
headword is by means of the definition.
In bilingual dictionaries, definitions are very rare; they use the translation component

7. as the principal way of telling the user what the headword means
means.
7.2.3.1 Definition
The definition explains the meaning of the headword in one particular sense.
There are three types of d fi i i
Th
h
f definitions; the fi one i the traditional, standard
h first
is h
di i
l
d d
description of the various meanings.
The second type of definition illustrates an informal defining style.
The third type ill t t th still common practice i di ti
Th thi d t
illustrates the till
ti in dictionaries f adult native
i for d lt ti
speakers of relying on a number of semi-synonyms to transmit the headword’s meaning.
7.2.3.2 Gloss
This component allows a more informal explanation of the meaning of a multiword
expression or example in the entry and is chiefly used in monolingual dictionaries for
learners.
G
g
p
Glosses are rare in monolingual dictionaries for adult native speakers.
When inserting a gloss, the user can see exactly which part of its context the gloss
refers to.

8. 7.2.3.3
7 2 3 3 Pragmatic force gloss
The pragmatic force gloss is a particular kind of gloss; its purpose is to explain the
pragmatic message carried by a word or phrase.
This type of gloss is a very useful component in learners’ dictionaries and can carry
learners
many different types of information.
When inserting a pragmatic force gloss you must make it clear from the wording that
it is not a simple explanation of meaning, but an explanation of how the phrase is
used to convey much more than its surface meaning.
7.2.3.4 Graphic illustration
This component includes photographs, drawings,diagrams, etc. which appear in the
text in order to clarify the meaning of a headword.
It is used particularly in dictionaries for learners.
It can serve to group together vocabulary sets and some illustrations include
information about grammar as well as vocabulary.
7.2.4 Meaning and translation in bilingual dictionaries
Two types of translation figure in entries – the direct translation, given without
d h
l
l i
h d
l h
context and the contextual translation attached to an idi
idiom or example phrase.
In cases where no translation exists, you can use a near-equivalent or a TL gloss, or
indeed both.

9. 7.2.4.1
7 2 4 1 Direct translation
The ‘direct translation’ is the component that holds the TL word or words offered as
the most useful equivalent(s) to the SL headword.
TL words given as direct translations should be general enough to suit most contexts
contexts.
If you have to give two direct translations, be sure to use sense indicators to
highlight the difference between them.
7.2.4.2 Near equivalent
7 2 4 2 Near-equivalent
This component may serve in place of a direct translation or a contextual translation,
and is used when there is no real TL equivalent of the SL headword or phrase.
In near-equivalents, the SL and TL items are often culturally equivalent.
near equivalents,
7.2.4.3 TL gloss
When there is no direct translation and no near equivalent, the TL gloss should be
used instead of them.
This explains the SL meaning to the TL user; but it isn’t much help to the SL user.
If you have to compose a TL gloss, try to word it so that it will serve the encoding SL
user too.
7.2.4.4 Contextual translation
The contextual translation is a twofold component consisting of an example phrase

10. with its translation(s) and it plays an essential role in the bilingual entry
entry.
If there is no direct translation, near-equivalent, or TL gloss, then the only way to help
people translate the headword is by means of carefully chosen contextual translations.
7.2.5
7 2 5 Sense indicators
A ‘sense indicator’ is a component designed to lead people as quickly as possible to the
right part of the entry.
Sense indicators are rare in monolingual dictionaries for native speakers but this is
speakers,
not the case for learners of the language, and the sense indicator is an essential part of
entries for learners.
There are two main types of sense indicator: specifiers (in monolingual and bilingual
dictionaries) and collocators (mainly in bilinguals).
Other components such as domain labels are also used for this purpose.
7.2.5.1 Options in choosing how to indicate senses
It’s not always possible to find an appropriate domain not shared by other meanings,
and specifiers are much easier to understand.
Domain labels may satisfy lexicographers but they’re no good if the user can’t make
f h
sense of them.
7.2.5.2 Specifiers and signposts

11. Specifiers can contain many different types of information, including superordinates,
synonyms, cohyponyms, typical modifiers, paraphrases, and so on.
One particular type of specifier, generally known as a ‘signpost’, and it deserves
separate mention because of its increasing use in monolingual learners dictionaries.
learners’ dictionaries
It is often realized by a synonym or paraphrase of the headword, but it may also offer
a superordinate of the headword or an indication of the domain or subject matter.
The signposts have a similar function to the items shown in a ‘menu’, but they are
menu
located beside the sense they apply to, and are typically even more telegraphic than
menu items.
7.2.5.3 Collocator
A collocator is a word chosen to represent a ‘lexical set’, i.e. a group of words
belonging to the same wordclass and similar in meaning.
Collocators exist to guide users towards the best translations, they are therefore
words from the language of the encoding user, i.e. the source language.
The grammatical relationship of collocator to headword depends on the wordclass of
the LU.
When
Wh you are l ki f collocators, see what words fi
looking for ll
t
h t
d figure i th corpus d t group
in the
data,
them semantically, and try to find more general words that can stand for them in the
entry.

12. 7.2.6 G
7 2 6 Grammar
Every dictionary has its own underlying grammar schema, and the Style Guide will list
the items (often abbreviations) you can use in the various grammar components, and
explain how and when to use them.
Learners’ dictionaries, both monolingual and bilingual, tend to include more
information about the grammar of the headword than do dictionaries for native
speakers.
If you can’t show the headword grammar by means of these components think of
can t
components,
including an example to show how the headword is used.
7.2.6.1 Wordclass marker
Dictionaries don’t differ much in the way they show the wordclass of the headword in
y
y
its various uses.
7.2.6.2 Construction
The content of this component depends directly upon what is considered to be the
headword’s ‘ t ti valency’, i
h d
d’ ‘syntactic l
’ i.e. all the constructions which a speaker of th
ll th
t ti
hi h
k
f the
language must know in order to use the word flexibly and fluently, and which ideally
should be included in a learners’ dictionary entry.
Constructions need to be recorded for the four major wordclasses.
Just as the type of information in this component varies from dictionary to dictionary,
so also does the way in which it is presented in the entry.

13. 7.2.6.3
7 2 6 3 Grammar label
It depends directly on the wordclass of the headword, and its contents reflect the
amount and type of such information the editors believe will be useful for (and
intelligible to) the user.
g
)
For nouns, countability is often shown, for verbs, information may be given about
whether the headword is an activity, accomplishment, achievement, or stative verb,
adjective entries need extra grammar information, other grammatical information is
often given i th metalanguage, b t th ’ no practical point i classifying it f th
ft
i
in the
t l
but there’s
ti l i t in l if i
further.
7.2.7 Contexts
All the entry components in this section hold facts about particular lexical contexts
(words and phrases) in which the headword is found
found.
There are two main subdivisions:
components relating to idiomatic material
other illustrative sentences or phrases
It is in learners’ dictionaries that you find the richest context material.
7.2.7.1 Multiword expressions
The specific MWE components selected for a particular dictionary depend upon the
language being described.
Four types of MWE components are enough to hold most English contexts – idioms,
collocations, phrasal verbs, and compounds.

14. MWE: idiom
If your entry structure includes this component the Style Guide will tell
component,
you which of the various types of MWE it should hold. There are no objective criteria
which distinguish idioms from collocations.
MWE: collocation
This component holds the kind of p
p
phrase called ‘transparent
p
collocation’: a significantly frequent grouping of words whose meaning is quite
transparent. Support verb constructions are often treated in this way.
MWE: phrasal verb
This component holds the phrasal verbs in which the headword
figures. When thi component i used, th t
fi
Wh this
t is
d the term ‘ h
‘phrasal verb’ must b d fi d and it
l
b’
t be defined d its
treatment specified in the Style Guide.
MWE: compound
This component holds two-word or multiword compounds in which
the headword appears as the first element. How such compounds are treated varies
from dictionary to dictionary.
7.2.7.2 Example
p
p
y
yp
p
The example component may hold two types of illustrative sentence or phrase:
one that simply illustrates facts already given elsewhere in the entry (for instance, in the grammar
codes)
one that adds information to the entry, either by telling the user something that can’t be coded
into grammar components or by giving a translation for the headword in a particular context
components,
context.
Learners’ dictionaries make more use of examples than do native-speaker dictionaries
and in bilingual dictionaries, the example together with its translation(s) form a twofold
unit described as a contextual translation.

15. In form, an example can be a complete sentence or a partial sentence
form
sentence,
sentence.
Examples may be:
exactly as they are found in the corpus
abridged from a corpus sentence
adapted f
d t d from a corpus sentence
t
wholly composed
7.2.8 Vocabulary types: linguistic labels
When an indication of vocabulary type is given, this is normally in the form of a
y yp
g
,
y
‘linguistic label’.
Dictionaries will offer in the front or back matter a list of the abbreviations used in
these labels.
The difference between labelling a word and labelling what it refers to is often
difficult; so a theory developed by Ogden and Richard and known as ‘meaning triangle’
may make things clearer by illustrating a threefold distinction:
the ‘referent’ (a person in the real world)
the ‘concept’ (broadly, what you think of when you hear or use the word)
any ‘expression’ (word or phrase) that refers to this person.
7.2.8.1 Domain
A ‘domain’ label indicates that the item is used when the subject of discussion is . . .
(science, hockey, plumbing, poetry, etc.).
Domain labels have an important role to play in lexical databases, particularly those
used by computers and in publishers’ databases, these labels offer a way of automating
lists of specialized vocabulary.

16. 7.2.8.2
7 2 8 2 Region
A regional label indicates that the item is mainly but not exclusively used in . . .
(Britain, the United States, Australia, etc.).
Most dictionaries establish one region or a group of regions as a default, and mark
g
g p
g
other items.
This is especially useful information for language-learners.
Dialect
A dialect label indicates that the item belongs to the non-standard language
of . . . (Yorkshire, Devon etc ) It is more informative if a dialect label is accompanied by
(Yorkshire Devon, etc.).
a regional label showing where the word is current. The dialect label is rare in learners’
dictionaries.
7.2.8.3 Register
A ‘register’ label shows that the use of this item indicates a . . . (formal, very familiar,
etc.) manner of speech or writing.
Register labelling is perhaps the most common of all in general trade dictionaries.
Most dictionaries mark at l t t
layers of informality (‘i f
informal’,
M t di ti
i
k t least two l
fi f
lit (‘informal’, ‘
l’ ‘very i f
l’
etc.) and one of formality(‘formal’).
Slang and jargon
A slang or jargon label indicates that the item is non-standard
language used by the named group (naval personnel, computer experts, etc.).Slang and
jargon labels constitute a subset of register labels. These labels make more sense if
accompanied by some indication of the group of people who use it.

17. Offensive terms
An offensive term label indicates that the use of this item will
offensive-term
cause offence and should normally be avoided. The offensive-term label constitutes
another subset of register labels. It covers a catch-all group of items which can cause
offence of one degree or another (from swear words to extreme racist terms). Labels of
this type vary f
hi
from ‘ d ’ through ‘ ff i ’ to ‘ b ’
‘rude’ h
h ‘offensive’ ‘taboo’.
7.2.8.4 Style
A style label indicates that the item is normally used in a . . . (literary, newspaper,
etc.) t t
t ) text.
The most common style label is ‘literary.
7.2.8.5 Time
A ‘time’ label indicates that in the dimension of time, the use of this item is . . .
(obsolete, old-fashioned, etc.).
It is particularly useful for language-learners to be warned that an item is no longer in
time label
current use among younger speakers: this is the purpose of the ‘time’ label.
7.2.8.6 Attitude
An ‘attitude’ label indicates that the use of this word is intended to imply . . .
(approval or disapproval)
disapproval).
Attitude labels appear mostly in learners’ dictionaries; dictionaries for adult native
speakers usually include this kind of information within the definition itself.

18. 7.2.8.7
7 2 8 7 Meaning type
A ‘meaning type’ label indicates that the item should be interpreted . . . (literally or
figuratively).
The most frequent meaning type labels are lit (literally) and fig (figuratively)
(figuratively).
They are often used in cases where the sense shift is not so well established as to
constitute a new LU.
7.2.8.8
7 2 8 8 Using labels
This section brings together issues to be considered by senior editors when devising a
labels policy for a dictionary or database project.
Devising a labels policy
Some of the issues are:
which types of label to use, e.g. domain, region, register, etc.
which labels to use for each type, e.g. ‘art’, ‘architecture’, etc. in the domain list
when a label is to be used: the options are . . .
– on every possible occasion (good for computers)
– only when it will actively help the users
– always for some types, when helpful for others
where the label is to be placed, i.e. before or after the item it marks
what the scope of the label is
how to handle multiple labels on one item

19. The scope of labels
Label scope is one of the conventions set up in the dialogue
between the lexicographer and the dictionary user. It’s a convention which
lexicographers follow to the letter, and which most users are probably entirely unaware
of. The positioning of the label determines its scope.
p
g
p
Multiple labelling
When two or more labels are attached to one item, then there are
two possible interpretations. The options for multiple labels are:
to be read as ‘X and Y and Z’
to be read as ‘X or Y’
When you attach two labels to one item, you should always make it clear
whether they stand in an ‘and’ or an ‘or’ relationship to one another.
7.2.9 Usage
Each dictionary has its own approach to usage notes and at the planning stage the
editors decide which particular types of usage notes to include.
Their aim is to tell their users what they need to know, and also of course to come up
with some added value.
Teachers in particular find these notes useful in preparing lessons.
7.2.9.1 Subject-oriented usage note
This type of note has as its focus a group of words relating to one subject, and it is
normally cross-referenced from all the headwords it applies to.

20. It s
It’s a useful way of avoiding repeating the same information in entries all over the
dictionary.
7.2.9.2 Local usage note
Local usage notes can contain many different types of information relating specifically
to the headword of the entry.
It’s particularly important when writing usage notes to choose the information and the
wording according to your reader’s language and dictionary skills.
In bilingual dictionaries you have to decide first of all whether you are writing the note
for the SL or the TL speaker.
7.2.10 Other lemmas within the entry
Within the broad scope of an entry, there are three principal components that carry
information about a word related to the entry headword: Secondary headwords, runons and cross references.
7.2.10.1 Secondary headword
Both the secondary headword and the run-on are components whose target is a word or
MWE other than the headword of the entry; they both follow on at the end of the
entry
entry.
The difference between these components is that the secondary headword heads what
is virtually a full entry while nothing but the wordclass is normally given for run-ons.

21. 7.2.10.2 Run-on
A run-on is the section of a dictionary entry which holds infrequent derived forms of
the headword.
th h d
d
There is rarely any indication of the relationship between headword and run-on.
It is easy to see how this form of entry could cause problems for language-learners, and
run ons need to be used with care
run-ons
care.
Ideally, they will only be used in monolingual dictionaries when:
the word form is infrequent
word-formation
its meaning is unambiguously deducible through the application of basic word formation rules
its pronunciation can be predicted from the pronunciation of the headword it is attached to
its grammatical and collocational behaviour is simple and predictable.
The need for extensive cross-referencing from run-on to the various senses of the main
cross referencing
run on
headword makes this component inappropriate for learners’ dictionaries.
7.2.10.3 Cross-reference
The cross-reference component tells the user that more information relating to the
cross reference
current headword will be found at the other entry.
This can be done in a number of different ways, both directly and indirectly.
7.2.11 The electronic dictionary entry
y
y
The advent of the electronic dictionary has made possible a number of new types of
entry component.

22. Devising an e-dictionary calls for smart information management and sensitive design
e dictionary
on the part of the editors and the software engineers.
7.2.11.1 Introducing the e-dictionary
The purpose of this section is to introduce the e-dictionary to those readers who are
p p
y
not already familiar with one.
The electronic LDOCE is an example.
The primary components of this e-dictionary are:
p
y
p
y
The main entry, consisting of the various LUs, each containing a definition, grammatical
information, examples, and any relevant MWEs.
A list of hyperlinks.
A ‘Ph
‘Phrase b k
bank.
An ‘Example bank’
An ‘Activate your languge’ hyperlink.
material,
The CD-ROM contains other useful material principally aimed at teachers of English
as a foreign language.
Teachers’ Resources
Students’ Activities
Competitions
New words
Articles. CD-ROM and Game.

23. And three sales oriented topics are:
sales-oriented
‘About the dictionary
‘Companion websites’
‘Catalogue’
Catalogue
7.2.11.2 New ways of accessing standard information
The e-LDOCE illustrates a certain hierarchy of entry components.
From the edictionary (monolingual or bilingual) we see that some components (e g
(e.g.
wordclass, definitions, translations) are absolutely central, while others (e.g.
etymology, pronunciation, inflected forms) are more peripheral.
7.2.11.3 New types of information in the entry
yp
y
The e-dictionary also provides new and different information that can’t be contained
in a print dictionary, usually for reasons of space.
There are a number of examples of this in the e-LDOCE entry, for instance:
word origins (etymology)
complete inflections for every verb (regular or otherwise)
a group of expressions (in the ‘Activate your language’ frame) with similar meanings to the
headword
a set of complete sentences drawn from the corpus (in the ‘Examples Bank’).

24. 7.2.11.4 L ki t the future: some id
7 2 11 4 Looking to th f t
ideas
Here are some ideas for the custom-built e-dictionary:
Beef up the navigation functions
Plan
Pl carefully h
f ll how t di l query results
to display
lt
Build multiple user profiles, and let users customize their e-dictionary
Use the user profiles to enhance the e-dictionary
Devise more sophisticated search possibilities
When designing an electronic dictionary, remember that it’s easy for people to get
lost, or distracted, in the maze of different functions that appear on the screen , so
avoid clutter on the screen.
7.3 Entry structure
This section gives a brief overview of the principal options in microstructure design.
g
p
p
p
g
7.3.1 The basic classifying principle: the first ‘cut’
The most far-reaching decision relates to the primary ‘cut’ through the information.
Will this be made:
(a) on the basis of grammar (its various wordclasses), or
(b) on the basis of meaning (the major senses of the headword)?

25. (a) Based initially
( ) B d i iti ll on wordclass:
d l
Most users will be familiar with it.
It can be applied objectively and systematically.
Wordclass is one of the categories we use for storing and accessing words in our mental
lexicons.
It offers skilled linguists speedy access to information.
It’s usable only by people who know what nouns, verbs, adjectives, and adverbs are and who
can use this information to help them search through a complex entry.
Its major disadvantage is that very similar meanings may be far apart in the entry.
(b) Based initially on meaning:
It is modern and i
i
d
d innovative, b t could b off-putting f t diti
ti
but
ld be ff tti for traditionalists.
li t
It’s instantly intelligible to the speaker of the source language,
It’s fine for use in monolingual dictionaries for native speakers.
It is not helpful for language learners or for anyone who doesn’t already know the meaning(s)
doesn t
of the words.
Applying this policy sometimes requires lexicographers to make subjective judgments.
It tends to produce slightly longer entries.
7.3.2 Flat or tiered senses
Dictionaries generally use a ‘flat’ structure to present the meanings of polysemous
words: the various senses (LUs) are simply numbered 1, 2, 3, and so on.

26. While some dictionaries treat every meaning as equally distinct , others use a ‘tiered’
entry structure which recognizes – and tries to reflect – the variations in ‘semantic
distance’ between a word’s various uses.
A tiered structure allows us to tuck subsenses into ‘main’ senses, and number them
main senses
accordingly, e.g. 1a,1b, 2, 3a, 3b, 3c, 4, and so on.
7.3.3 Secondary ordering of dictionary senses
you ve
Once you’ve decided on the basic topography, you have to make sense of the rest of
topography
the entry.
There are three common ways to choose from:
(1) Historical order
This method presents the senses of a headword in the order in
which they entered the language.
(2) Frequency order
The senses are ordered on the basis of their frequency in
the corpus. The attraction of this method is its apparent objectivity.
(3) Semantic order, with ‘core’ meaning first
A word’s core meaning is the one
that feels, intuitively, to be central to any understanding of how the word works and
how its other meanings have developed.
7.3.4 L
7 3 4 Location of multiword expressions
ti
f
lti
d
i
They are often treated as secondary headwords, or may be located in a separate
section of the entry, entitled ‘Compounds’ or ‘Phrases’.

27. Another ti i t i th
A th option is to give them a separate entry di ti t f
t
t distinct from any related entry.
l t d t
Five of the most common options are:
Make each MWE a headword in its own right.
Make l t d types of MWE h d
M k selected t
f
headwords i th i own right.
d in their
i ht
Put all the MWEs within the entry, at the very end in separate blocks for each type of MWE.
Put the MWEs within the entry, within the ‘appropriate’ sense, in separate MWE-type blocks.
Put the MWEs within the entry, within the ‘appropriate’ sense, without differentiating the MWE
entry
appropriate sense
type.
Compounds are often headwords in current dictionaries of all types, and learners’
dictionaries usually show phrasal verbs as secondary headwords.

28. Bu bölümde sözlükteki madde başlıklarının biçim ve içerik özellikleri anlatılmaktadır.
Farklı sözlüklerde hangi madde başlığı türünün en uygun biçimde kullanılacağından, her
bir madde başlığı türünün içerdiği bilgilerden ve bunların nasıl sunulması gerektiğinden
bahsedilmektedir. Ayrıca madde başlıklarını oluştururken ne tür kararların alınması
gerektiği konusuna da değinilmiştir Sözcük türlerinin belirlenmesine yardımcı olan
değinilmiştir.
dilbilimsel etiketlerin anlatıldığı kısımda Ogden ve Richard’a ait olan ‘anlam üçgeni’
kuramı üzerinde de kısaca durulmuştur. Bu kurama göre anlam, gönderim yapılan şahıs
ya da nesne, bu şahıs ya da nesnenin zihnimizde çağrıştırdığı kavram ve bu şahıs ya da
nesneye yapılan gönderim esnasında k ll l ifade olmak ü
l
ö d i
d kullanılan if d l k üzere ü unsurun bi l i i
üç
birleşimi
sonucunda oluşur. Madde başlıklarından bahsedilirken bu başlıkların elektronik
sözlüklerde ne şekilde verildiği, hangi özellikleri içerdiği ve ne tür bilgiler verdiği de
örneklerle anlatılmaktadır. Üstelik elektronik sözlük kullanımını yaygınlaştırmak ve bu
başlıkların özelliklerini geliştirmek için gelecekte ne tür uygulama ve girişimlerin
yapılabileceği konusunda da birtakım tavsiyeler verilmiştir. Bölümün sonunda ise madde
başlığı tasarımında uygulanabilecek bazı seçenekler verilmiştir. Buna göre madde başlığı
tasarımı dilbilgisi (farklı sözcük sınıfları) ya da anlam (kelimelerin başlıca alt anlamları)
esas alınarak yapılır ve bu iki farklı tasarım türü kendilerine özgü bazı olumlu ve
olumsuz özellikler içerir. Diğer bir tasarım türü de çok anlamlı sözcüklerin farklı
anlamlarını göstermek için yararlanılan düz (1,2,3…..gibi) ya da sıralı (1a, 2b, 3c….gibi)
alt anlamlardır Son tasarım şekli ise sözcüklerin tarihsel sıklık ve anlamsal sıralarına
anlamlardır.
tarihsel,
bakılarak yapılır.

29. What are the functions of ‘homograph number menu, headword
homograph number, menu headword,
section/subsection and section/subsection marker’?
Homograph number: The presence of this component indicates that the headword is one of two or
more homographs and that the same word appears as a headword again in an adjacent entry.
Menu: It currently appears mainly in dictionaries for non-native speakers, and is designed to
streamline the difficult task of locating the right part of a complex entry.
Headword: This component holds the lexical form of the headword, showing how it is written,
whether in a single word, a hyphenated word, or in several words.
Section/subsection: A section (or subsection) holds the facts relating to one LU.
Section/subsection marker: Most commonly, numbers and/or letters indicate the start of a new
section or subsection.
Write the names of the headword-oriented components.
These headword-oriented components are pronunciation, variant form, frequency marker,
inflected form and etymology.
State the point that brings about a difference between monolingual and bilingual
dictionaries when transmitting the meaning of the headword.
In monolingual dictionaries, the obvious way of transmitting the meaning of the headword is by
the translation
means of the de t o . In b l gual d ct o a es, de t o s a e ve y rare; t ey use t e t a slat o
ea s o t e definition. bilingual dictionaries, definitions are very a e; they
component as the principal way of telling the user what the headword means.
Explain the terms ‘gloss’ and ‘pragmatic force gloss’.

30. Gloss: This component allows a more informal explanation of the meaning of a multiword expression
or example in the entry and is chiefly used in monolingual dictionaries for learners.
Pragmatic force gloss : The pragmatic force gloss is a particular kind of gloss; its purpose is to explain
the pragmatic message carried by a word or phrase.
Write the components that enable meaning and translation in bilingual dictionaries
and explain each of them.
Direct translation : The ‘direct translation’ is the component that holds the TL word or words offered
as the most useful equivalent(s) to the SL headword.
Near-equivalent: This component may serve in place of a direct translation or a contextual
translation, and is used when there is no real TL equivalent of the SL headword or phrase.
TL gloss: This explains the SL meaning to the TL user.
Contextual translation: The contextual translation is a twofold component consisting of an example
phrase with its translation(s) and it plays an essential role in the bilingual entry.
Identify the term ‘sense indicator’ and write its types.
‘sense i di t ’ i a component d i
indicator’ is
A‘
t designed t l d people as quickly as possible t th right part
d to lead
l
i kl
ibl to the i ht
t
of the entry. There are two main types of sense indicator: specifiers (in monolingual and bilingual
dictionaries) and collocators (mainly in bilinguals).
What is signpost and what are its features?
One particular type of specifier, generally known as a ‘signpost’. The signposts have a similar function
to the items shown in a ‘menu’, but they are located beside the sense they apply to, and are typically
even more telegraphic than menu items.

31. Write the meaning of the term ‘collocator’ and state its functions.
g
A collocator is a word chosen to represent a ‘lexical set’, i.e. a group of words belonging to
the same wordclass and similar in meaning. Collocators exist to guide users towards the best
translations, they are therefore words from the language of the encoding user, i.e. the source
language.
What are the principal components that are used to carry grammatical
information?
Thsese are wordclass marker, construction and grammar label.
What are the types of MWE components that are mostly involved in different contexts?
Four types of MWE components are enough to hold most English contexts – idioms,
collocations, phrasal verbs, and compounds.
What is the content of Ogden and Richards’ meaning triangle?
A theory developed by Ogden and Richard and known as ‘meaning triangle’ may make
things clearer by illustrating a threefold distinction:
the ‘referent’ (a person in the real world)
concept (broadly,
the ‘concept’ (broadly what you think of when you hear or use the word)
any ‘expression’ (word or phrase) that refers to this person.
Classify the different kinds of linguistic labels.
These are domain, region, dialect, ragister, slang and jargon, offensive terms, style, time,
attitude and meaning type.
What are the issues which have to be taken into account when devising a labels
policy?

32. Some of the issues are:
which types of label to use, e.g. domain, region, register, etc.
which labels to use for each type, e.g. ‘art’, ‘architecture’, etc. in the domain list
when a label is to be used: the options are . . .
– on every possible occasion (good for computers)
– only when it will actively help the users
– always for some types, when helpful for others
where the label is to be placed, i.e. before or after the item it marks
what the scope of the label is
how to handle multiple labels on one item
Write the types of usage notes and state their features.
Subject-oriented usage note : This type of note has as its focus a group of words relating to one
subject, and it is normally cross-referenced from all the headwords it applies to.
Local usage note: Local usage notes can contain many different types of information relating
specifically to the headword of the entry. It’s particularly important when writing usage notes to
It s
choose the information and the wording according to your reader’s language and dictionary skills.
Describe the terms ‘secondary headword, run-on and cross reference’.
Secondary headword: Both the secondary headword and the run-on are components whose target is a
word or MWE other than the h d
d
h
h
h headword of the entry; they b h f ll
d f h
h both follow on at the end of the entry.
h
d f h
Run-on : A run-on is the section of a dictionary entry which holds infrequent derived forms of the
headword.
Cross reference
Cross-reference :The cross-reference component tells the user that more information relating to the
cross reference
current headword will be found at the other entry.
What is the difference between the secondary headword and run-on?

33. The difference b
between these components is that the secondary h d
headword h d what i virtually a
Th diff
h
i h
h
d
d heads h is i
ll
full entry while nothing but the wordclass is normally given for run-ons.
What are the advantages and disadvantages of organizing an entry according to the
grammar-based or meaning-based format?
(a) Based initially on wordclass:
Most users will be familiar with it.
It can be applied objectively and systematically.
Wordclass i one of the categories we use f storing and accessing words i our mental l i
W d l
is
f h
i
for
i
d
i
d in
l lexicons.
It offers skilled linguists speedy access to information.
It’s usable only by people who know what nouns, verbs, adjectives, and adverbs are and who can
use this information to help them search through a complex entry.
Its major disadvantage is that very similar meanings may be far apart in the entry.
(b) Based initially on meaning:
It is modern and innovative, but could be off-putting for traditionalists.
It’s i t tl i t lli ibl to the
It’ instantly intelligible t th speaker of th source l
k
f the
language, so
It’s fine for use in monolingual dictionaries for native speakers.
It is not helpful for language learners or for anyone who doesn’t already know the meaning(s) of the
words.
Applying this policy sometimes requires lexicographers to make subjective judgments.
It tends to produce slightly longer entries.

34. State the
St t th senses which present th meanings of polysemous words and explain th
hi h
t the
i
f l
d
d
l i the
difference between them.
Dictionaries generally use a ‘flat’ structure to present the meanings of polysemous words: the
various senses (LUs) are simply numbered 1, 2, 3, and so on. While some dictionaries treat every
meaning as equally distinct , others use a ‘tiered’ entry structure which recognizes – and tries to
reflect – the variations in ‘semantic distance’ between a word’s various uses. A tiered structure allows
us to tuck subsenses into ‘main’ senses, and number them accordingly, e.g. 1a,1b, 2, 3a, 3b, 3c, 4,
and so on.
Write the additional factors that contribute to the selection of entry structure
and explain them.
Historical order: This method presents the senses of a headword in the order in
entered the l g g
t d th language.
which they
Frequency order: The senses are ordered on the basis of their frequency in the corpus. The
attraction of this method is its apparent objectivity.
,
g
g
,
Semantic order, with ‘core’ meaning first: A word’s core meaning is the one that feels,
intuitively, to be central to any understanding of how the word works and how its other meanings have
developed.