英語 學習辭典 比較노우트 : 學校文法의 관점에서

Abstract

This paper compares three English dictionaries in terms of pedagogical usefulness of grammatical information they provide. These three dictionaries are: Longman Dictionary of Contemporary English (1978, 1987), Oxford Advanced Learner's Dictionary (1974, 1989), and Collins Cobuild English Language Dictionary (1987). Designed for learners of English as a foreign language, they share the view that grammar should be one of the essential ingredients of a dictionary. They also assume that dictionaries, particularly for the learners of English as a foreign language, should be a resource not only for comprehension but also for production. The comparison reveals that each of these dictionaries has its own merits and weaknesses. It is pointed out that the most important problem, in case a dictionary proposes to provide grammatical information, would be to decide what to include and what to exclude on one hand and how to ensure accuracy, consistency and exhaustiveness on the other.