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|a HCDD
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0 |
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|a Specialised dictionaries for learners /
|c edited by Pedro A. Fuertes-Olivera.
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|a Berlin :
|b De Gruyter,
|c 2010.
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|a 1 online resource (ix, 237 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Lexicographica. Series maior,
|x 0175-9264 ;
|v 136
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| 504 |
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|a Includes bibliographical references (pages 211-223) and index.
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|a Cover -- Title Page -- Copyright Page -- Table of contents -- Preface -- Enrique Alcaraz Var243; 8230; A Short Tribute -- Enrique Alcaraz Var243; 8230; Selected Bibliography -- Introduction: Specialised Dictionaries for Learners -- Part 1. The Contribution Of Function Theory To The Developmentof Specialised Dictionaries For Learners -- Chapter 1. Lsp Lexicography Or Terminography? The Lexicographer'S Point Of View -- 1.1. Lexicography vs. Terminography -- 1.2. The concept of user needs -- 1.3. An example: translation -- 1.4. An example: reception -- 1.5. Conclusion: It is not important if the cat is white or black 8230; it must be able tocatch the mouse -- Chapter 2. Functions Of Specialised Learners' Dictionaries -- 2.1. Introduction -- 2.2. The essence of lexicography -- 2.3. The concept of a lexicographic function -- 2.4. The learning process -- 2.5. Knowledge versus skills -- 2.6. Mediating elements -- 2.7. Practical situations -- 2.8. Cognitive situations -- 2.9. Functions of specialised dictionaries -- 2.10. Conclusion -- Chapter 3. The Monolingual Specialised Dictionary For Learners -- 3.1. The ambiguity of the term monolingual specialised dictionary for learners -- 3.2. Aspects of a few specialised monolingual dictionaries for learners -- 3.3. Looking at the user -- 3.4. Text reception, the macrostructure and outer texts -- 3.5. Structures in specialised monolingual dictionaries for learners -- 3.6. Types of specialised monolingual dictionaries for learners -- 3.7. Culture dependent or culture independent -- 3.8. Conclusion -- Chapter 4. Specialised Translation Dictionaries For Learners -- 4.1. Introduction -- 4.2. LSP translation: The extra-lexicographical dimension -- 4.3. Intended dictionary users: the competence of learners -- 4.4. Syntactic structures relevant for LSP translation -- 4.5. Genre conventions relevant for LSP translation -- 4.6. Presentation of data supporting LSP translation -- 4.7. Conclusion -- Chapter 5. The Bilingual Specialised Translation Dictionary For Learners -- 5.1. Introduction -- 5.2. The bilingual specialised dictionary for translation purposes as the object ofdictionary research -- 5.3. Modelling the translation process -- 5.4. The bilingual specialised dictionary for translation purposes as an object ofresearch in translation studies -- 5.5. Project report on a bilingual learner's dictionary for LSP -- 5.6. Conclusion -- Appendices -- Part 2. The Contribution Of Linguistics To The Developmentof Specialised Dictionaries For Learenrs -- Chapter 6. The Treatment Of Cultural And/Or Encyclopaedic Items In Specialised Dictionaries Forlearners -- 6.1. The Nature of culture -- 6.2. Culture and language -- 6.3. Culture in traditional lexicography -- 6.4. Culture, equivalence, and monolingual/bilingual lexicography -- 6.5. Dictionaries of language and culture -- 6.6. Conceptualization, dictionaries, and culture -- 6.7. The cultural dimension in lexicographic praxis -- 6.8. New challenges for specialised lexicography -- 6.9. Conclusion -- Chapter 8. Designing Terminological Dictionaries For Learners Based On Lexical Semantics: The Representation Of Actantschapter 8. Designing Terminological Dictionaries For Learners Based On Lexical Semantics -- 7.1. Introduction -- 7.2. Some Case Studies -- 7.3. Conclusion -- Chapter 8. Designing Terminological Dictionaries For Learners Based On Lexical Semantics: The Representation Of Actants -- 8.1. Introduction.
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|a This book defends two main ideas: there is a need and a market for better specialised dictionaries for learners; we need a sound theoretical framework for coping with known and unknown challenges (for example the Internet) in the realm of pedagogical specialised lexicography. Both themes were Enrique Alcaraz's driving force during his life. Hence, his memory deserves this book that has been written by leading scholars in the field - they have compiled more than 70 dictionaries and published hundreds of books and articles on the topics here discussed - although only two of them knew him in pers.
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|a Print version record.
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| 650 |
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|a Sublanguage
|x Lexicography.
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| 650 |
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|a LANGUAGE ARTS & DISCIPLINES
|x General.
|2 bisacsh
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| 650 |
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7 |
|a Sublanguage
|x Lexicography
|2 fast
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| 700 |
1 |
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|a Fuertes Olivera, Pedro Antonio.
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| 758 |
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|i has work:
|a Specialised Dictionaries for Learners (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCY3GJ3WCVMvmKpkgyx7pw3
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
8 |
|i Print version:
|t Specialised dictionaries for learners.
|d Berlin : De Gruyter, 2010
|z 9783110231328
|w (OCoLC)505748753
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| 830 |
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0 |
|a Lexicographica.
|p Series maior ;
|v 136.
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=516536
|y Click for online access
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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