Chapter 3. Teaching phraseology in the 19th century
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Stefania Nuccorini
Abstract
Phraseology has long been associated with lexicography (Knappe, 2004), especially with bilingual dictionaries, which have traditionally had a didactic aspect (Moon, 2000). In the 19th century, it was considered a fundamental area of concern in teaching and learning a foreign language and the Royal phraseological English–French, French–English dictionary (Tarver, Vol. 1, 1845; Vol. 2, 1849) addressed it by recording “an extensive phraseology to illustrate the proper manner of using the words” (1845, p. 7), with a novel lexicological, lexicographical and pedagogical approach. This chapter shows that Tarver’s dictionary innovates in relation to the few previous, comparable lexicographical works, and that it foreshadows later, especially 20th-century, approaches to the inclusion and treatment for didactic purposes of word combinations in English general-purpose and specialized learner dictionaries.
Abstract
Phraseology has long been associated with lexicography (Knappe, 2004), especially with bilingual dictionaries, which have traditionally had a didactic aspect (Moon, 2000). In the 19th century, it was considered a fundamental area of concern in teaching and learning a foreign language and the Royal phraseological English–French, French–English dictionary (Tarver, Vol. 1, 1845; Vol. 2, 1849) addressed it by recording “an extensive phraseology to illustrate the proper manner of using the words” (1845, p. 7), with a novel lexicological, lexicographical and pedagogical approach. This chapter shows that Tarver’s dictionary innovates in relation to the few previous, comparable lexicographical works, and that it foreshadows later, especially 20th-century, approaches to the inclusion and treatment for didactic purposes of word combinations in English general-purpose and specialized learner dictionaries.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Information about the authors vii
-
Introduction
- Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
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Part I. Product innovation
- Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
- Chapter 3. Teaching phraseology in the 19th century 43
- Chapter 4. Innovation in monolingual English learner’s dictionaries 59
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Part II. Innovation through scientific discovery
- Chapter 5. La linguistique appliquée 82
- Chapter 6. Classroom-oriented teacher research in modern languages 104
-
Part III. Oscillations along a continuum
- Chapter 7. Change without innovation? 122
- Chapter 8. “Reflection on language” 137
-
Part IV. Adaptation in specific contexts
- Chapter 9. Describing and learning the Chinese languages 164
- Chapter 10. Curriculum innovation through concept borrowing 180
- Chapter 11. Beyond written texts 199
- Index 217
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Information about the authors vii
-
Introduction
- Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
-
Part I. Product innovation
- Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
- Chapter 3. Teaching phraseology in the 19th century 43
- Chapter 4. Innovation in monolingual English learner’s dictionaries 59
-
Part II. Innovation through scientific discovery
- Chapter 5. La linguistique appliquée 82
- Chapter 6. Classroom-oriented teacher research in modern languages 104
-
Part III. Oscillations along a continuum
- Chapter 7. Change without innovation? 122
- Chapter 8. “Reflection on language” 137
-
Part IV. Adaptation in specific contexts
- Chapter 9. Describing and learning the Chinese languages 164
- Chapter 10. Curriculum innovation through concept borrowing 180
- Chapter 11. Beyond written texts 199
- Index 217
