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1. Monograph on
learner lexicography |
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The chief aim of this
project is to provide a sound
theoretical basis for the production of
unabridged electronic bilingual
onomasiological learners’ dictionaries
for German, English, French and,
possibly, Spanish. The project draws on
two main strands of empirical research:
firstly, theoretical and corpus-based
investigations designed to identify the
most common collocations in the
languages under survey. These
investigations go beyond earlier
research into vocabulary control, which
focussed on individual words (West,
Palmer, Thorndike). The second strand of
research, which involves experiments
with sixth-form and university students,
is concerned with creating an optimal
learning environment; it will try to
answer questions such as the following: |
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What kind of content should the
dictionary have to meet the needs of
various types of users?
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How can this content be categorized
by topic or semantic field?
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For maximum retention, should
collocations be presented as two- or
three-word combinations (deny [s.th.]
strenuously), in sentence
fragments (that is something he
would strenuously deny) or in
complete sentences?
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Should a bilingual onomasiological
dictionary contain both definitions
and translations? If so, what form
should the definitions take to
maximize learning?
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To
what extent can the dictionary be
linked with texts from corpora or
the Internet to support
content-oriented language learning?
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How can video, audio and
illustrations be incorporated into
the dictionary?
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2. The Bilexicon
Project |
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Project 1, which has
been almost completed, lays the
theoretical groundwork for this project,
whose aim is to produce an unabridged
English-German learner’s dictionary.
Work on the implementation of the
dictionary is now well advanced. A first
version comprising around 1000 pages
will be published online or in book form
in the not too distant future.
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3. Writing in
English: A Guide for Advanced Learners
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(Working Title; in cooperation with
Lachlan Mackenzie, Mike Hannay and John
D. Gallagher) |
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This project is
intended to create a textbook of English
writing that takes account of
cross-linguistic research into
interlingual divergences between English
and Germanic languages as well as of
typical learner difficulties and errors.
The book is divided into four modules:
text organisation, sentence building,
lexico-grammar and style. It will be
published with Narr (Tübingen) in the
well-known UTB (Uni-Taschenbücher)
series. |
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4. CELEB |
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This project is
intended to provide a blended learning
platform for future and practising
language teachers and to supplement my
‘Introduction to English Language
Teaching and Learning’. |
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5. Multi-word
discourse markers |
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I have published a
number of articles and a book-length
study on multi-word discourse markers
(Discourse Markers across Languages,
Routledge 2005). My interest in these
vital linking devices continues. |
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Click
here to read an
executive summary of the original
full-length thesis I submitted to Wuppertal University in 2003. |
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Click
here for an overview of the coverage
of marker words in current dictionaries
(this is the appendix of the original
full-length thesis). |
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Articles on
multi-word markers |
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1.
Second-level
Discourse Markers across Languages.
Languages in Contrast 3(2)/2001:
253-287. |
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2. Multi-word
Discourse Markers in Translation: a
Corpus-based Investigation into
Restrictors. In: Lebende Sprachen 3
(2001), 97-107.
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This article was
reviewed by Andrew Dalby in the
Linguist
Online. It is available
here. |
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3. Linguistische und didaktische Aspekte
der Übersetzung von
Mehrwortgliederungssignalen am Beispiel
der Suggestoren. Kovtyk, Bogdan/Wendt,
Gabriele (2005), Ausbildung von
Übersetzern im neuen geeinten Europa
2004 – linguistische, didaktische und
psychologische Aspekte. Berlin: Logos,
123-142. |
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4.
The role of second-level discourse
markers in structuring discursive prose:
a corpus-based contrastive study.
Lebende
Sprachen
4/2006: 160-174. |
