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Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language

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Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language By Asma Ashraf Department of English Bahauddin Zakariya University Multan, Pakistan Design Features of Monolingual Urdu Pedagogical Dictionary For Advanced Learners of Urdu Language BY Asma Ashraf Ph.D (Linguistics) Supervisor Prof. Dr. Zafar Iqbal A thesis submitted in the partial fulfilment of the requirements for the degree of Doctor of Philosophy in English (Ph.D Linguistics) Department of English Bahauddin Zakariya University Multan, Pakistan DEDICATION To my dear Brother Mubasher Raza (Late), To whom I owe more than I can express in words. DECLARATION I hereby declare that the thesis “Design Features of Monolingual Urdu Pedagogical Dictionary for Advanced Learners of Urdu Language" is the work of my independent investigation except where I have indicated my indebtedness to other sources. I also declare that this thesis has not been submitted for any other degree elsewhere. Date: ______________ _________________________ (Asma Ashraf) Candidate ACKNOWLEDGEMENTS It is all by the grace of Almighty Allah, the Lord of the worlds, the Beneficent, the Merciful, that I am able to complete my research work. I feel extremely appreciative to my supervisor, Prof. Dr. Zafar Iqbal, Department of English, Bahauddin Zakariya University, Multan, who helped me and motivated me throughout my research work and created a great intellectual environment to do research work. He always motivated me in difficult times and listened all the problems with patience and tolerance and shaped my thoughts according to my research topic. He always encouraged intellectual curiosity in me and provided inspirations and new insights to think and to work hard. I would also like to appreciate Prof. Dr Saiqa Imtiaz, Chariperson Department of English, Bahauddin Zakariya University, Multan for all the cooperation and help she extended during my studies. I am extremely thankful to Mr Ramesh Krishnamurthy, lecturer of English Studies, Aston University, Birmingham, UK, who guided me at every step during my research when I was in the UK. He made me explore new and innovative dimensions in my research work. I am also obliged to the library staff of Bahauddin Zakariya University, Multan, Punjab University, Lahore and Allama Iqbal Open University, Islamabad. I would also express my gratitude for my research fellows, friends and colleagues who motivated me and helped me every possible way in completing this great task. I am thankful to my sisters and brothers for their best wishes and constant moral support. They encouraged me throughout the years of my study especially Usama and Jahanzeb, my younger brothers who missed me a lot whenever I was away from home. Last but not the least, I would also pay my deepest homage for my brother Mubasher (Late) whose absence was felt the most when I was declared as pass in the exam of PhD. Asma Ashraf TABLE OF CONTENTS Title Page Dedication Declaration Acknowledgements Table of Contents List of Tables List of Figures List of Appendices Abstract Chapter 1: Introduction 17 1.1. Background to the study 18 1.2. Learners’ Dictionaries of English and Other Languages 20 1.3. Design Features of Monolingual Pedagogical Dictionaries 21 1.4. Statement of the Problem 22 1.5. Present Study 23 1.6. Key Objectives 24 1.7. Research Questions 24 1.8. Hypotheses 25 1.9. Suggested Format 25 1.9.1. Macro Structure 25 1.9.2. Micro Structure 26 1.10. Significance of the Study 26 1.11. Delimitations of the Study 27 1.12. Conclusion 27 Chapter 2: Sociolinguistics of Urdu 28 2.1. The Use of Urdu Language: An Historical Perspective 28 2.1.1. Stage 1 (1526 to 1707) 30 2.1.2. Stage 2 (1707 to 1815) 30 2.1.3. Stage 3 (1815 to 1905) 31 2.2. Role of Fort William College in Promoting Urdu 32 2.3. Educational Policies with Special Reference to Urdu 33 2.3.1. A Movement for the Promotion of Urdu in Pakistan 34 2.3.2. The National Commission for Education 1959 35 2.3.3. Language Policies in Bhutto’s regime 37 2.3.4. The National Language Policy 1978 38 2.3.5. The Existing Language Policy 39 2.4. Teaching of Urdu in Pakistan 41 2.5. Teaching of Urdu in Foreign Countries 42 2.5.1. India 42 2.5.2. China 43 2.5.3. Iran 43 2.5.4. Saudi Arabia 44 2.5.5. Qatar 44 2.5.6. Independent and Occupied Kashmir 45 2.5.7. United Kingdom 45 2.5.8. Mauritius 46 2.5.9. America 46 2.5.10. Canada 46 2.5.11. Japan 46 2.5.12. South Africa 47 2.6. Standardization of Urdu and National Language Authority 47 2.7. Conclusion 50 Chapter 3: Role of Dictionaries in Language Learning 51 3.1. The Role of Dictionary in Vocabulary Learning 51 3.2. The Role of Dictionary in Decoding Activities 59 3.3. The Role of the Dictionary in Encoding Activities 62 3.4. Pedagogical Significance of Monolingual Dictionary 63 3.5. Conclusion 65 Chapter 4: Literature Review 66 4.1. Literature Review of Questionnaire- Based Research 66 4.1.1. Barnhart (1962) 67 4.1.2. Quirk (1975) 68 4.1.3. Tomaszczyk (1979) 69 4.1.4. Baxter (1980) 70 4.1.5. Bejoint (1981) 71 4.1.6. Nesi (1984) 72 4.1.7. Griffen (1985) 73 4.1.8. Kipfer (1985) 74 4.1.9. Iqbal (1987) 75 4.1.10. Battenburg (1989) 76 4.1.11. El-Badry (1990) 77 4.1.12. Diab (1990) 78 4.1.13. Li (1998) 78 4.1.14. Boonmoh (2009) 79 4.2. Literature Review of Design Features-based Literature 79 4.2.1. Hausmann (1990) 79 4.2.2. Cowie (1996) 80 4.3. Literature Review of Corpus-based Literature 80 4.3.1. The Brown Corpus 82 4.3.2. The LOB Corpus 82 4.3.3. The London Lund Corpus 82 4.3.4. The Bank of English 83 4.3.5. The British National Corpus (BNC) 83 4.4. Urdu Corpus Literature 84 4.4.1. The EMILLE Project (2004) 84 4.4.2. Becker & Riaz (2002) 85 4.4.3. Anwer, Wang & Wang (2006) 85 4.4.4. Hussain & Ijaz (2008) 86 4.4.5. Hussain (2008) 86 4.4.6. Afzal & Hussain 87 4.5. A Review of Currently Used Monolingual Urdu Dictionaries 88 4.5.1. Feroz ul Lughat 89 4.5.2. Ilmi Urdu Lughat 90 6.6. Conclusion 91 Chapter 5: Research Methodology 92 5.1. Theoretical Framework of the Study 92 5.1.1. A Review of Questionnaire- Based Research 93 5.1.2. A Review of Design Features-Based Research 102 5.1.3. A Review of Corpus-Based Research 103 5.2. Types of Research 105 5.2.1. Selection of Topic 106 5.2.2. Reviewing the Literature 106 5.3. Deciding on the Research Method 109 5.3.1. Deciding the Research Techniques 110 5.3.2. Questionnaire Construction 111 5.3.3. Method to Construct the Questionnaire 112 5.3.4. Construction of Question 113 5.3.5. Opinion Question (Subjective measurement) 113 5.3.6. Likert Scale 114 5.3.7. A Cover Letter 114 5.4. Technique to collect data 115 5.5. Data Analysis Approach 115 5.6. Participants 116 5.7. Conclusion 116 Chapter 6: Survey of the Learners and Teachers of Urdu as Users of Urdu Monolingual Dictionaries 117 6.1. An analysis of Attitudes and Strategies of Advanced Urdu Learners As Monolingual Urdu Dictionary Users 117 6.1.1. Description of Results (strategies) 118 6.1.2. Description of Results (Attitudes) 127 6.1.3. Discussions on Results 133 6.1.4. Concluding Remarks on Learners’ Survey 134 6.2. A Study of the Attitudes of Teachers towards Monolingual Urdu Dictionaries 135 6.2.1. Description of Results 136 6.2.2. Discussions on Results 150 6.2.3. Concluding Remarks on Teachers’ Survey 151 6.3. Conclusion 152 Chapter 7: Design Features of Pedagogical Monolingual Learner’s Dictionary for Advanced Learners of Urdu 153 7.1. The Process of Corpus Development 154 7.1.1. The Main Corpus 155 7.1.1.1. Selection of the Representative of Language 155 7.1.1.2. Identifying and Acquiring the Texts 158 7.1.1.3. Seeking Copyright Permissions 158 7.1.1.4. Texts in Speech Form 159 7.1.1.5. Procedure of Capturing Selected Texts on Computer 159 7.1.1.6. Correcting the Corpus 160 7.2. Reserve Corpus 160 7.3. Design Features of a Pedagogical Monolingual Urdu Learners’ Dictionary 161 7.3.1. Macro Structure 162 7.3.2. Micro Structure 163 7.3.2.1. Spelling 163 7.3.2.2. Etymology 164 7.3.2.3. Pronunciation 165 7.3.2.4. Grammatical Information 168 7.3.2.4.1. Space for Grammar 171 7.3.2.5. Meaning 171 7.3.2.5.1. Polysemy, Homonyms and Metaphors 172 7.3.2.6. Definitions 173 7.3.2.7. Examples 174 7.3.2.8. Pictorial Illustrations 176 7.3.2.9. Stylistic Information (formal or informal) 177 7.4. Conclusion 177 Chapter 8: Conclusion and Recommendations 178 8.1. Major Findings 178 8.1.1. Survey-based Findings 179 8.1.2. Corpus Collection Possibilities 180 8.1.3. Design Feature of a Monolingual Urdu Learners’ dictionary 180 8.2. Contribution of this Study 181 8.3. Limitations of the Study 183 8.3.1. Limitations in the Methodology 183 8.3.2.
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