Using the dictionary

As a student progresses from primary to secondary school, he should get acquainted with more advanced dictionaries.

THERE are two kinds of dictionaries, general and specialised. A general dictionary, which is the type we usually think of, or refer to, as “the dictionary” provides information about words in general use. It does not limit its stock of vocabulary to any special field or sector but neither does it include highly technical, scientific or professional terms. Specialised dictionaries focus on restricted areas or purposes such as law, medicine, philosophy, politics, astronomy and so on.

General dictionaries today come in various sizes. They range from the relatively cheaper pocket-sized productions to much bigger and heavier volumes, which of course are also more expensive.

As a student progresses from the primary classes to higher forms he should also accept the need to get acquainted with and to exploit larger dictionaries. College and university students need to invest in good dictionaries.

The English dictionary of today has evolved from a very different type of reference work that made its appearance in the 18th century. Dr Samuel Johnson (1709-1784) toiled single-handed for nearly 10 years and his Dictionary Of The English Language appeared in April 1755. The learned pioneer packed his work with numerous quotations apart from providing meanings of words. His definition of the word “OATS’ reveals his tendency to tease the Scots. ‘A grain, which in England is generally given to horses, but in Scotland supports the people’.

Eventually, in England, the Oxford English Dictionary (OED) established its pre-eminence. In the United States, Noah Webster’s American Dictionary Of The English Language was published in 1828. Webster has retained its reputation. The Oxford Advanced Learner’s Dictionary (OALD) is a good example of a reputable and reliable dictionary.

The bulk of dictionary space is given to words in alphabetical order and their meanings or definitions. However, there is also a wealth of general information. Some dictionaries may provide maps as well as basic geographical data on countries such as area, population size, main cities and chief exports. It is fairly standard practice to include sections on English grammar as well as guidance on dealing with troublesome features such as “shall” and “will” or “would” and “should”.

Over the years dictionaries have become a source of information on various aspects of language. Gone are the days when one picked up a dictionary simply to ascertain the primary meaning of a word or to check the spelling. The adoption of simple illustrations and diagrams makes it easier for students to grasp meanings and definitions of words.

Dictionaries today are more user-friendly. The OALD incorporates all acronyms into the general body of the dictionary as though they are words.

The English language has led an adventurous life and in the process it has absorbed many words from other languages and they have become respectable English words. Language usage is not static but dynamic. Words considered to be impolite or rude in a bygone era have become respectable later. Some words that were considered to be rude or impolite are today freely uttered even by ladies.

Browsing through a dictionary is a good habit. It does not take up much time. One could open the dictionary at random and read slowly through all the entries pertaining to a single word. It is worth reading all the phrases and sentences printed in italics, as they provide good examples of correct usage of the word in everyday contexts.

The literal meaning of a word and its figurative or idiomatic meanings are always shown. The origin is indicated. The plural form of any noun is mentioned. Also helpful is the guidance given on slang and informal usage of specific words. All in all a good dictionary is a valuable resource.

Children have to be taught or guided formally to accept the dictionary as an indispensable work of reference that they will use throughout their lives. The school boy or school girl who has mastered dictionary usage will have an advantage over their classmates. Teachers of English themselves can develop greater confidence in their work by probing deeply into the dictionary’s resources.

Frankly, I feel that it would be a very brave teacher who sits down to mark her students’ exercise books without a dictionary within arm’s reach!

A good dictionary is the ideal or ultimate authority for the spelling, meaning, pronunciation, usage and origin of any word if a doubt should arise in a classroom or even in the staffroom of any Malaysian school.

Students at all levels of education should be encouraged to be proactive in their use of dictionaries. They ought not to wait for a word usage problem situation to arise before picking up the dictionary.

Teachers can set useful dictionary exercises for their students. A Canadian curriculum guide recommends that “as often as possible students must be encouraged to refer to a good dictionary”. Teachers can whet or stimulate curiosity by posing questions on words, their primary and secondary meanings, origins, synonyms and variant spellings. Students can be asked to look out for and to note down unusual words as well as common expressions on signboards, labels, and pamphlets. Even senior students can benefit from practice in dictionary skills. The American educator L. Ron Hubbard asserted that to express one’s thoughts and emotions without the benefit of an extensive vocabulary is difficult. A person with a small vocabulary of words is a sort of communication pauper, according to Hubbard.

I maintain that no individual need be a communication pauper in our day and age. Vocabulary enrichment can be developed through a diligent cultivation of the dictionary culture.

John Doraisamy was formerly an associate professor at the Education Faculty, Universiti Malaya.