Kernerman Dictionary News • Number 14 • July 2005
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2es Journées allemandes des dictionnaires Colloque international de lexicographie à la memoire de Josette
Rey-Debove
International symposium of
lexicography • in memory of Josette Rey-Debove Le Dictionnaire maître de langue : lexicographie et didactique [The Dictionary, Master
of Language: Lexicography and Didactics] 6-9 July 2006 http://www.ias.uni-erlangen.de/jad.php Josette Rey-Debove was a highly respected linguist
who devoted her professional life to the study of words and the making of
dictionaries. Her incisive and impassioned approach to linguistic issues
earned her a reputation as both a scholar and a provocateur. She wrote books
on lexical semantics and semiotics, and advised official bodies on spelling
reform and the feminization of French nouns. Her
main contribution to semiotic theory, entitled Le Métalangage, deals
with a central topic in lexicographic studies. Josette Rey-Debove made a
fundamental contribution to several prestigious dictionaries, including the
Grand Robert and Petit Robert. She also created the Robert
méthodique/Brio, an innovative dictionary that analyses the lexical
morphology of the French language, and a dictionary for learners of French,
the Dictionnaire du français (Le
Robert/CLE). Following the Journées
allemandes des dictionnaires, held in June Josette Rey-Debove was at the
heart of the 2004 conference, and the idea for organizing another such event
was inspired by her. Her work, both metalexicographic and lexicographic,
again serves as a thematic basis of the conference, in particular her
learners dictionaries for different audiences: le Petit Robert des Enfants,
le Robert méthodique/Brio, le Robert quotidien, and le
Dictionnaire du français. Josette Rey-Debove passed away
suddenly on The program contains the
following themes:
A dictionary, whether bilingual
or monolingual, always plays an important role in vocabulary acquisition,
especially in electronic applications. But prior to that, one must “learn”
the dictionary itself – its codes, its abbreviations, and its structure. What
does lexicography do in order to facilitate this learning? What should it do?
(cf. P. Bogaards’ paper). Monolingual dictionaries for
children help them to acquire the first words of French as their mother
tongue. This enhances the importance of adapting the lexicographic
definitions in consideration of the children’s audience (cf. M. Rossi).
A dictionary is an archetypal
didactic piece of work. Its “didacticity” may be more or less premeditated,
more or less evident, or more or less hidden. We can always reveal in it some
didactic aspect, in relation to its size, its status, and the targeted
audience and age group (French as a foreign language or French as a native
language, professionals or language learners, adults, students or children,
etc). The wide category of bilingual dictionaries serves to uncover the
didactic features of various types of dictionaries (cf. R. Brockmeier, V.
Schnorr, M. Back,
A dictionary in book form does
not help vocabulary acquisition in the same way as the same dictionary in
electronic form. A traditional printed dictionary that has been computerized
does not have the same qualities as one conceived a priori for electronic
usage. A dictionary in book form, but produced on computer, looks different
than a dictionary in book form that was not created by electronic means.
Similarly, a learners dictionary on CD has different constraints than an
online dictionary. What are the merits, the shortcomings, and the
difficulties concerning these different forms, and electronic media in
particular? (cf. U. Heid, J. Binon / S. Verlinde,
It is rare to find
non-professional users who are familiar with how to use a dictionary for
purposes other than word search. Yet good dictionaries offer many more kinds
of information, often unsuspected. These include details about grammar,
morphologic relations, etc. (cf. B. Gaillard, F. Martin-Berthet). Using information boxes (a device
that turns out to be more and more frequent in contemporary dictionaries,
whether monolingual or bilingual) enables lexicographers to address users in
a less rigid style than entries with a fixed information structure (cf. M.
Heinz).
For a large number of French
speakers, a word or meaning “which is not in the dictionary” is considered to
be suspicious or linguistically inexistent. This attitude derives from a
linguistic insecurity encountered not only by non-French native speakers of
French (such as in Belgium, Switzerland, Québec), who speak another variety
of the French language than that spoken in France, but also by some Frenchmen
living in regions outside Paris, whose spoken language deviates from the
(implicit) Parisian norm. Dictionaries have the power to deal with such
insecurity by endorsing (or not) the regional or “popular” words when
registering them (or not) in their pages. The lexicographic treatment of
these words requires a certain didactic presentation because the dictionaries
that record diatopic varieties also serve as learning tools, and not only for
reference purposes (cf. M. Berré, L. Mercier, A. Thibault). In the past, not long ago, when
many Frenchmen spoke regional languages other than French, bilingual
dictionaries were made for such audiences (cf. P. Rézeau).
Since the publication of
Comenius’ Orbis Pictus (1658), the pedagogic and didactic power of
images in the process of learning words has not been refuted. Particularly,
dictionaries for children and pupils cannot be but illustrated. But modern
techniques enable the illustration of dictionaries for adults as well. What
is the relation between a picture and a lexicographic description? Should
figurative phrases be illustrated, and if so how? What are the didactive
effects of typically French “iconophores”? (cf. M.-Cl. Jadin, J. Wolfbauer /
E. Worbs, T. Van Male; see also the discussion between J. Rey-Debove and F.
Corbin in the first Klingenberg conference, 2004).
For over a century, Pierre
Larousse and the dictionaries that bear his name have been synonymous with
“masters of language”. What has led Pierre Larousse to the Petit Larousse?
(cf. J. Pruvost). Michaela Heinz Conference organizer PROGRAM ·
Alain Rey (Dictionnaires Le Robert,
Paris, France). Théorie et pratique lexicales : une dialectique
(l’exemple de Josette Rey-Debove) [Lexical theory and practice: a dialectic
(the example of Josette Rey-Debove)] ·
Paul Bogaards (Universiteit Leiden,
the Netherlands). Du bon usage des dictionnaires : étude critique des quelques livrets
d’accompagnement [On good usage of dictionaries: a critical study of some
accompanying workbooks] ·
Ralf Brockmeier (Éditions Larousse, Paris,
France). Le tournant didactique des dictionnaires bilingues Larousse :
un premier bilan [The didactic change of Larousse bilingual dictionaries: a
first appraisal] ·
Veronika Schnorr (Büro für Lexikographie,
Stuttgart, Germany). Ressemblances et différences entre dictionnaire bilingue général,
dictionnaire d’apprentissage et vocabulaire de base [Similarities and
differences among general bilingual dictionaries, learners dictionaries and
basic vocabularies] ·
Martyn Back (Dictionnaires Le Robert,
Paris, France). Conception et réalisation des Robert Collins Junior
Bilingue [Design and creation of the Robert Collins Junior Bilingue] ·
Ilan Kernerman (K Dictionaries, Tel Aviv,
Israel). Le dictionnaire semi-bilingue et au-delà [The semi-bilingual
dictionary and beyond] ·
Ulrich Heid (Universität Stuttgart,
Germany). Les
collocations dans les dictionnaires didactiques électroniques [Collocations
in electronic learners dictionaries] ·
Jean Binon / Serge Verlinde (Katholieke Universiteit
Leuven, Belgium). De la lexicographie d’apprentissage à l’environnement d’apprentissage
[From learners lexicography to learners environment] ·
Marie-Claude Jadin (Lexicographer, Nancy,
France). Les dictionnaires bilingues (français et allemand) [Bilingual
dictionaries (French and German)] ·
Simone Schneider (Universität
Würzburg, Germany). L’utilisation des dictionnaires monolingues français dans
les lycées bavarois [The use of French monolingual dictionaries in Bavarian
high schools] ·
Michaela Heinz (Universität
Erlangen-Nürnberg, Germany). Les encadrés du Robert quotidien [The
information boxes in the Robert quotidien] ·
Françoise Martin-Berthet (Université Paris-XIII,
France). Didactique de la morphologie lexicale : le Robert Brio
[Didactics of lexical morphology: the Robert Brio] ·
Annick Farina (Università degli Studi di
Firenze, Italy). Problèmes de traitement des « pragmatèmes » dans les
dictionnaires bilingues [Problems of treating “pragmatèmes” in bilingual
dictionaries] ·
Pierre Rézeau (Lexicographer,
Strasbourg, France). Un dictionnaire languedocien-français anonyme (ca
1800) et ses vertus pour l’apprentissage du français [An anonymous
Languedocian-French dictionary (ca. 1800) and its virtues for the learning of
French] ·
Michel Berré (Université de
Mons-Hainaut, Belgium). Enseignement des langues et vocabulaires de base :
quelques observations sur le Basis-woordenschat de Verlée (1954) et le
Dictionnaire fondamental de la langue française de Gougenheim (1958) [Teaching
languages and basic vocabularies: some observations about the Basis-woordenschat
of Verlée (1954) and the Dictionnaire fondamental de la langue française
of Gougenheim (1958)] ·
Louis Mercier (Université de Sherbrooke,
Québec, Canada). Différents usages linguistiques, différents contextes
référentiels : comment un dictionnaire peut aider ses lecteurs à mieux
comprendre la variation du français [Different linguistic usages, different
referential contexts: how a dictionary can help its readers to better
understand the variation in French] ·
André Thibault (Université de
Paris-Sorbonne, France). Aspects didactiques du traitement des régionalismes
dans le ·
Micaela Rossi (Università degli Studi di
Genova, Italy). Dictionnaires pour enfants et apprentissage du lexique : les enjeux
de la définition [Dictionaries for children and vocabulary acquisition:
issues of definition] ·
Bénédicte Gaillard (Lexicographer,
Paris, France). Le statut de la grammaire dans les dictionnaires pour
apprenants [The status of grammar in dictionaries for learners] ·
Julia Wolfbauer / Emmanuel Worbs (Universität
Erlangen-Nürnberg, Germany). Mille et un bonheurs
d’expression – un dictionnaire phraséologique d’apprentissage (par Michel Boucher) [A
thousand and one joys of expression – a phraseological learners
dictionary (by Michel Boucher)] ·
Thora Van Male (Université de Grenoble, France).
Dessins et desseins : les illustrations ornementales du Grand dictionnaire universel de Pierre Larousse [Drawings and
plans : the ornamental illustrations in the Grand dictionnaire universel of Pierre Larousse] ·
Jean Pruvost (Université de Cergy-Pontoise,
France). Larousse – d’un instituteur à une collection de dictionnaires pour
enfants [Larousse – from school teacher to a series of dictionaries for
children] The proceedings of the first Klingenberg conference were
published under the title: L’exemple
lexicographique dans les dictionnaires français contemporains Actes des
»Premières Journées allemandes des dictionnaires« (Klingenberg
am Main, 25–27 juin 2004) Edited by Michaela Heinz. Lexicographica Series Maior 128. Max Niemeyer Verlag,
München. 2005 ISBN 3-484-39128-6
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