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Know an online dict or app that retrieves multiple entries?
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fluffyhamster



Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again

PostPosted: Thu Sep 17, 2015 3:42 pm    Post subject: Reply with quote

LongShiKong wrote:
I presume the ELL who programmed the applet not only had licensing considerations on their mind (when choosing WordNet over other online learner dictionary data), but comprehensiveness and ease of data extraction and identification which WordNet easily lends itself too.

It's interesting to note that not even 'Gold' membership to Oxford's ALD offers the functionality of this free applet. How soon until dictionary publishing will go the way of print journalism? For example, even Wiktionary offers more sense meanings than Oxford.


More sense meanings doesn't necessarily mean better, as not only may that be or become part and parcel of an "arms race" (in terms of some rival publishers' competing "numbers games"), but it can also tend to obscure what is essential. Make what you will then of the following, taken from the beginning of the Preface of the then New Oxford Dictionary of English (released in 1998, and now just sold as the ODE):
Quote:
The New Oxford Dictionary of English is a completely new dictionary, written on new principles. It builds on the excellence of the lexicographical traditions of scholarship and analysis of evidence as set down by the Oxford English Dictionary over a century ago, but it is also very much a new departure. The New Oxford Dictionary of English is a dictionary of current English, and it is informed by currently available evidence and current thinking about language and cognition. It is an inventory of the words and meanings of present-day English , both those in actual use and found in the literature of the past. The compilers have gone to the heart of the traditional practices of dictionary making and reappraised the principles on which lexicography is based. In particular, the focus has been on a different approach to the understanding of 'meaning' and how this relates to the structure, organization, and selection of material for the dictionary.
...Linguists, cognitive scientists, and others have been developing new techniques for analysing usage and meaning, and the New Oxford Dictionary of English has taken full advantage of these developments. Foremost among them is an emphasis on identifying what is 'central and typical', as distinct from the time-honoured search for 'necessary conditions' of meaning (i.e. a statement of the conditions that would enable someone to pick out all and only the cases of the term being defined). Past attempts to cover the meaning of all possible uses of a word have tended to lead to a blurred, unfocused result, in which the core of the meaning is obscured by many minor uses. In the New Oxford Dictionary of English, meanings are linked to central norms of usage as observed in the language. The result is fewer meanings, with sharper, crisper definitions.


If you're interested, Landau in the Second edition of his Dictionaries: The Art and Craft of Lexicography waxes lyrical about the NODE, and indeed about ALDs (not that the NODE is an ALD or would be a good choice for foreign learners, limiting itself as it does to IPA only for 'hard' or 'foreign' words, and introducing an "innovation" into its pronunciation scheme: http://forums.eslcafe.com/teacher/viewtopic.php?t=9196 ).

Sorry if I appear to be nagging, as that isn't my intention (I'm imagining you have a dull textbook to plough through, full of dry topics~vocabulary, in a less oral set-up than usual!).
I just like dictionaries and discussing them! Smile
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LongShiKong



Joined: 28 May 2007
Posts: 1082
Location: China

PostPosted: Thu Sep 17, 2015 5:14 pm    Post subject: Reply with quote

fluffyhamster wrote:
Sorry if I appear to be nagging, as that isn't my intention (I am imagining you have a dull textbook to plough through, full of dry topics~vocabulary, in a less oral set-up than usual). I just like dictionaries and discussing them!


A dull textbook would actually be preferable to some of the 'topic' handouts I'm assigned to teach. Fortunately, I have a lot of liberty to respond to students' actual needs and interests and ignore the bulk of what I'm given.

Speaking of dictionaries, I've been looking for a resource that groups words according to word families (eg.: fame, famous, infamy, infamous, defame, defamy, defamation).


Last edited by LongShiKong on Wed Sep 23, 2015 2:34 am; edited 1 time in total
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fluffyhamster



Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again

PostPosted: Thu Sep 17, 2015 8:35 pm    Post subject: Reply with quote

Partridge's dictionary looks pretty detailed (I had a peek inside it here: http://www.amazon.com/Origins-Etymological-Dictionary-Modern-English/dp/0517414252/ ). What's the 'List of learned compound-forming elements' in it like?

Perhaps something like NTC's Dictionary of Latin and Greek Origins would be useful for your purposes? Then, there are presumably similar works (e.g. the one by Ayers seems to have good reviews). http://www.amazon.com/NTCs-Dictionary-Latin-Greek-Origins/dp/0844283215/

For etymologies I usually find the short ones given in general dictionaries like the NODE are enough, but I sometimes consult the several more specialized dictionaries that I have (The Oxford Essential Dictionary of Word Histories, ed. J. Chantrell; Ayto's Dictionary of Word Origins; and last but not least, Barnhart's (in a box somewhere so I use the online version at etymonline.com instead)). I was also pleased to see that at least the online version of the OALD (and the CD-ROM accompanying the print edition, but not the book itself, due to lack of space) now includes Word Origin boxes, see the posts in my 'Gnawings from the Sawdust Pit' thread LOL. Edit: the NODE and OALD etymologies seem identical.


Last edited by fluffyhamster on Fri Sep 18, 2015 5:50 pm; edited 1 time in total
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LongShiKong



Joined: 28 May 2007
Posts: 1082
Location: China

PostPosted: Fri Sep 18, 2015 2:54 am    Post subject: Reply with quote

You're right about more sense meanings. The quality and quantity of example sentences also adds to the value.

fluffyhamster wrote:
What's the 'List of learned compound-forming elements' in it like?


Forgive me, I gave you the wrong title. Embarassed
Not Eric Partridge's book but John Wood's 1837 Etymological Guide to the English Language. I found it by googling the example: fame famous infamous defamy. Here's the Google Books' result. Having looked at the NTC's Dictionary from your link, I thought it would be a much more comprehensive book but couldn't find the same reference to fame, famous, infamy stemming from the Greek pheme. I'm not sure if that's because I'm looking at a preview on Amazon or not
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fluffyhamster



Joined: 13 Mar 2005
Posts: 3292
Location: UK > China > Japan > UK again

PostPosted: Fri Sep 18, 2015 12:34 pm    Post subject: Reply with quote

Yeah I'd checked inside the NTC and noted (to myself at least LOL) that it didn't have fame etc in the English index, so I knew you'd say it wasn't comprehensive enough. The operative words were ultimately 'Perhaps something like'. Smile
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buravirgil



Joined: 23 Jan 2014
Posts: 967
Location: Jiangxi Province, China

PostPosted: Fri Sep 18, 2015 3:50 pm    Post subject: Reply with quote

No one is citing Skeat yet? Weekly? Woods is great. I don't have a copy, but I do of Skeat, a reprint of the original, along with the Webster. I bought Ayto when it came out and it was enjoyable, in a leisurely way. His choices demonstrated a great effort, but it's not a reference to me. I have a Partridge copy, too, and it was a mainstay for many years to many people, but I consider it ancillary, along with a few others I'm not recalling as they're back home. Having said that, those are nearly always better than what's online.

Barnhart/Chambers is a reference to me. The OED is, well, necessary, but I never afforded the 300 bucks it was, with that cool viewing lens it came with. Any early, 20th century unabridged references can be as valuable as an etymologcial collection in my opinion. Vellum editions are astoundingly thin.

As far as a contemporary lexicon, I'm a Random House fan.
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fluffyhamster



Joined: 13 Mar 2005
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Location: UK > China > Japan > UK again

PostPosted: Fri Sep 18, 2015 5:49 pm    Post subject: Reply with quote

Yeah Ayto isn't really comprehensive enough, though his ?8000ish selections are as you say pretty good choices, B. I like the Oxford Word Histories one as it's paperback size and thus very portable, but the Barnhart is definitely the best of the few I've got. I guess the NODE takes pride of place among my native desk-cruncher dictionaries (though I have a soft spot for the more manageable 21st Century Chambers, which is available free online). ALDs, I've realized the OALD is probably the best for students, tho the LDoCE, MED, CIDE and COBUILD 3 say are all useful too, and teachers can always do with more reference works than fewer!
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LongShiKong



Joined: 28 May 2007
Posts: 1082
Location: China

PostPosted: Sat Sep 19, 2015 12:31 am    Post subject: Reply with quote

Weekly Skeat shooting in the Woods with Barnhart and Chambers? Very Happy

Thanks for this, Buravirgil, I'll go hunt them down.

I thought it was a Random House dictionary that's available online as a txt file through Project Gutenberg but it turns out it's an unabridged Webster's. Someone elsewhere suggested that the Julia software may have the capability of multiple retrievals. I'd have to check. Anyway, here's the URL:
https://github.com/adambom/dictionary
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buravirgil



Joined: 23 Jan 2014
Posts: 967
Location: Jiangxi Province, China

PostPosted: Sat Sep 19, 2015 10:54 am    Post subject: Reply with quote

Thanks to you, as well, for the links. Ah, github, you are a techie.

But I wanted to ask about something you said in passing earlier in the thread, and, if you're free to (NDAs and stuff), maybe tell a little more about leaving Pearson-Longman (they're a monster) and how any one individual would have so impacted the Thorton Unplugged title.
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LongShiKong



Joined: 28 May 2007
Posts: 1082
Location: China

PostPosted: Sat Sep 19, 2015 2:52 pm    Post subject: Reply with quote

buravirgil wrote:
... tell a little more about leaving Pearson-Longman (they're a monster) and how any one individual would have so impacted the Thorton Unplugged title.


After several years of teaching experience in China, mostly with kids and mostly with small (manageable) classes in private schools, I was looking for an employer with a higher regard for pedagogical standards than I'd come across so far. So, I applied at Pearson's Longman School (for kids aged 4-12). I interviewed with a CELTA-trained teacher about to get her Delta and presumed it reflected a certain level of professional expectations. I figured I was in for extensive training and observation to maintain much higher expectations than I'd so far seen. At the time, there were 16 centers in Shanghai and 5 or 6 in Beijing operational for several years. I found only one comment online, and although negative, didn't reveal much about the management nor curriculum, so I posted this query here.

I regret not having asked more questions during my interview. I'd been as duped by the brand as parents who'd forked out a fortune perhaps after perhaps being dazzled by the bells and whistles of state-of-the art professional teaching.

Each classroom came equipped with an IWB but that was about the only thing going for the school---just the hardware. The content was definitely an afterthought---digitized coursebooks designed for large public school classrooms in Hong Kong and I'd heard that requests from Pearson to provide additional teaching resources from Pearson's extensive head office library nearby were ignored.

As predicted, neither the content presentation nor lesson progression was conducive to learning despite the best efforts of teachers, few of whom strayed from relying exclusively on their IWBs, possibly as a result of how we'd been trained. Not to berate the competence nor the dedication of the woman who'd interviewed me and whose classes I'd taken over as she was off doing her Delta, but when I informally tested one of her classes regarding the content they'd covered, they performed far below where children of their intelligence and attention span are capable of.

In sum, in terms of teacher training and observation and expectation of any learning objectives, I wouldn't even call it a school. It was more of a daycare with migrant (foreign) workers than a school. Even tardiness seemed to be tolerated both among Chinese and foreign teaching staff.

I hope the above provides a bit of context to what I'd written:
I wrote:
There are times when ink on paper is still preferable to projected imagery. It's why I left Pearson-Longman and possibly why they didn't publish Scott Thornbury's Teaching Unplugged.
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bythesea



Joined: 20 Nov 2012
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PostPosted: Sat Sep 19, 2015 4:30 pm    Post subject: Reply with quote

ummm it's more likely it's because Pearson is a publisher and Teaching Unplugged was about not using course books in the classroom... slight conflict of interest there!
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LongShiKong



Joined: 28 May 2007
Posts: 1082
Location: China

PostPosted: Sun Sep 20, 2015 12:33 am    Post subject: Reply with quote

bythesea wrote:
ummm it's more likely it's because Pearson is a publisher and Teaching Unplugged was about not using course books in the classroom... slight conflict of interest there!


I was fired once for not using a Pearson publication, the 'highly acclaimed' Longman Superkids. In order to engage student interest, participation and ramp up STT, I developed gap fill and other supplementary activities and materials, but always closely associated to the target language, often adding to it as it was clearly too limiting to the point of insulting the intelligence of those I was teaching. I found that to be the case with so much kid curric. It was felt that anything beyond choral drilling and T/S interactions with the class of twenty 11/12 yr olds was not teaching, that my activities were best suited to high school.
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LongShiKong



Joined: 28 May 2007
Posts: 1082
Location: China

PostPosted: Wed Sep 23, 2015 3:56 am    Post subject: Reply with quote

I wrote:
I've been looking for a resource that groups words according to word families (eg.: fame, famous, infamy, infamous, defame, defamy, defamation).

Someone possibly living near Sasha's dacha (or is it the Drugie's gulag?) gave me a link to the British Council's CEFR Word Family Framework. It appears to be a relatively new endeavour given a minor display issue they're "still working on". Not to worry though, the data is presented in a 654-page downloadable spreadsheet PDF. Columns represent CEFR levels A1-C2 and rows represent word families. An additional column "X" includes lexis not already covered by columns A1-C2.

So, using 'fame', here's what I get:
Headword: fame/famous
Column A1: famous
Column B1: fame
Column C2: famed, infamous
Column X: famously, defamation, defamatory, defame, infamy

Going by that example, it appears to be more comprehensive than even the 1837 work Google returned from my search query. This is actually the kind of resource I was hoping to find. I thought I was going to have to put it together myself.
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buravirgil



Joined: 23 Jan 2014
Posts: 967
Location: Jiangxi Province, China

PostPosted: Wed Sep 23, 2015 5:35 am    Post subject: Reply with quote

I could of (omg, have) used that for auditing exams a team created. Very niiiiice.

Early works like Woods and Skeat were a foundation for others like Weekely (online) and Partridge (online).

I don't quite follow the logic of the earliest works being exhaustive/comprehensive, but forgive a mistaken inference. Fluffy first mentioned Ayto and Ayto does do what you're talking about. Most entries end with connections to others, are often surprising, and it demonstrates how much work it was. Ayto's scholarship to achieve what he did is remarkable and his choices are an example of concision/relevance. However I doubt Ayto's online because he still sells, and it's not a database to query.

I used to survey university libraries for works I didn't own, rare prints, but not necessarily old, and I recall one (from the 60s maybe) that emphasized families. I'm sorry to tantalize anyone with a reference I can't name, but interpreting words as families isn't without caveat. Supposed roots are exactly that and the whole business of Indo-Germanic roots is murky with its Sanskrit adherents and opponents.

I'm unsure how one would go about "doing it themselves". I'm intrigued, yet skeptical.
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fluffyhamster



Joined: 13 Mar 2005
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Location: UK > China > Japan > UK again

PostPosted: Wed Sep 23, 2015 5:40 pm    Post subject: Reply with quote

@LSK: Yeah but that WFF isn't going to tell you for instance that the -turb in disturb is related to perturb or turbulence, and so on. Maybe your 1837 work will still come in then? Smile

Oh and (BC!) I think it could do with positioning the New Search button higher - that, or allowing one to go Back in one's internet browsing history. Smart students will soon work that out but it could take even them a minute or two.
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