FULL SENTENCE DEFINITION ENTRY MODEL FOR A LEARNER’S DICTIONARY OF THE IGBO LANGUAGE FOR SECONDARY SCHOOLS

Abstract

Providing definition of words is the major function of a dictionary and is usually achieved within the dictionary entry. The dictionary entry is the central part of the lexicographic work that bears its main contents within the microstructure. The entry in a learner’s dictionary has a very significant role because it provides necessary information that enhances language learning which is the basic function of the dictionary. This paper is targeted at developing a Full Sentence Definition (FSD) entry model for a learner’s dictionary of the Igbo language secondary schools. A review of the available Igbo dictionaries reveals the scarcity of learner’s dictionaries in the Igbo language. The only available one is Welmers and Welmers (1968); and no Igbo dictionary has adopted the FSD model. Data for the study was collected from both primary and secondary sources. Primary source of data is the day to day use of the Igbo language within the researcher’s speech community, while the secondary sources include: three Igbo language text books for secondary schools and one for tertiary institutions; two existing Igbo dictionaries; one glossary and one Igbo grammar book. The theoretical model adopted for this study is the COBUILD Full Sentence Definition (FSD) Model which was introduced to lexicography in Sinclair (1987). Lemmas for the entry model are randomly selected five Igbo verbs (n?gwaa?), two Igbo adverbs (nkwuwa), and three Igbo adjectives (n?ko?waa?ha?). Looking at the advantages of FSD for a learner’s dictionary which have been showcased in this entry model, this paper recommends the use of FSD model for future learner’s dictionaries for the Igbo language.