Los cinco pasos de Seis Sigma

In Chapter Four, it was reported that while teachers acknowledge that dictionaries may play an important role in the acquisition and use of English in Zimbabwe, including by learners at the beginner level, the general view was that there were no appropriate dictionaries in this regard (see also Chapter Seven). Because of a relatively low dictionary culture in Zimbabwe, which has not spared teachers, only those dictionaries meant for adults such as the OALD seem to be known. Therefore, any efforts of providing lexicographical support which includes all the potential users who find themselves in situations where dictionary assistance regarding English may be helpful must be grounded in the history, theory and practice of lexicography from established traditions. This section expressly seeks to draw lessons from the historical, theoretical and practical groundwork undertaken in the previous sections and those lessons will provide elements of a model that will be ultimately formulated and tested in Chapter Seven.

Firstly, drawing from the lexicographical function theory, Zimbabwean English beginners were characterised in 4.1.1. Both cognitive and communicative situations in which they may need lexicographical support were identified and discussed in 5.1. Based on their characterisation and situations, the lexicographically-relevant needs of Zimbabwean English beginners were identified. From this, it may be firmly asserted that dictionaries may play an important role in the potential users’ English acquisition and usage.

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Secondly, the history and practice of lexicography was interrogated to investigate the extent to which lexicographical support has been made available for similar users from other countries but in similar situations. Section 5.4 revealed that the history of English dictionaries compiled specifically for corresponding users in terms of age and educational level in other countries is long. Dictionaries targeted at elementary users are abundant especially in America, Britain, South Africa and other countries. Given that Zimbabweans need similar support as revealed by the application of the lexicographical function theory, similar dictionaries may definitely play an important role in the acquisition and use of English by Zimbabwean beginners.

Thirdly, following the now long history of production of children’s dictionaries, a lot of innovations have taken place as lexicographers try to make the dictionaries suitable to the target users in terms of their primary needs and secondary needs. This became apparent in the examination of the typical features of these dictionaries. It may be noted that unlike in the past, careful lemma and data selection procedures are followed to include data types that match the needs of young users, and that dictionary structures are now carefully planned with evidence of theoretical insights to ensure that the dictionaries match the low dictionary skills of the users. More significantly, it is noted that bi- and multilingual solutions have now been ushered into the practice which began with monolingual dictionaries. From this, it is abundantly clear that lexicographers need to apply a lot of theoretical principles in order to provide the best lexicographical support for their intended target users. Lexicographical theory should not be reserved for dictionaries aimed at adult users alone.

In the light of the foregoing, one crucial question would be whether some or any of the studied dictionaries may be appropriate to Zimbabwean English beginners. The answer is a no. This is not only based on some of the shortcomings of some of the dictionaries which were highlighted. This is rather firmly underpinned on the lexicographical function theory which stipulates that every dictionary is meant for specific users in specific situations. The study of the dictionaries noted, for instance, the emphasis of the use of suitable literature, including curriculum books in the respective countries, to create dictionary bases. Even the adoption of a bilingual approach in South Africa rather than the monolingual approach pioneered in America

and used in Britain is another good example that children’s dictionaries are made for very specific users. However, taking note of the different approaches to key lexicographical tasks as well as strengths and limitations of some dictionaries will provide useful elements in the formulation of a model in which Zimbabwean English beginners are deservingly considered as potential users. This will be done in Chapter Seven.

5.8 Conclusion

This chapter has established that Zimbabwean English beginners may benefit from lexicographical support in the situations of their acquisition and use of the language. Dictionaries may play an extremely important role in the study of English as a school subject at this level and other subjects which are taught through the English medium. This will not only prepare them for more demanding situations of English usage, such as the strong English medium from the fourth grade upwards and even for long-term careering in which English is central. Dictionaries may help develop the relevant skills which will enable the learners to use different types of dictionaries as required by more demanding situations in the future. These factors will be central in the formulation and testing of a model in Chapter Seven. In the next chapter, focus will be turned onto older users within the primary school level when the English medium has become established, towards and even beyond the Grade 7 public examinations which provide transition to secondary school level. As indicated in 4.1.2, these learners fall under the learner category of intermediate English learners in Zimbabwe.

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CONSIDERATIONS FOR INTERMEDIATE LEARNERS 6.0 Introduction

The previous chapter demonstrated that dictionaries may play an enormously important supportive role in the early acquisition of English in Zimbabwe. The present one seeks to demonstrate and explore the continued need for lexicographical support as Zimbabweans continue learning and using English at the intermediate level. The chapter is therefore based on a rigorous analysis of the users (see 4.1.2), user situations, problems experienced by the users and user needs. A survey of selected English dictionaries targeted at users with similar characteristics and engaged in similar situations is undertaken. Lexicographical decisions and practices in the selected dictionaries with regard to lemma selection, paraphrases of meaning, translation equivalents, illustrative examples, pictorial illustrations and data distribution are considered. This is meant to explore the capacity and shortcomings of English lexicography as far as such users are concerned. As in the previous chapter, the chapter opens a debate of whether English dictionaries should be compiled specifically for these Zimbabwean potential users. This debate is the main subject of the next chapter.