“Por el amor del estudiante”: hacia una lexicografía integradora.

Abstract

This article starts from an apparent paradox: the computer can help to avoid problems it is dealing with itself when translating, caused by the paradigmatic and syntagmatic dimensions of language, like polysemy, synonymy, collocations, valencies, etc. In order to reduce the risk for FL students to encounter the same problems, we believe that lexicography must take advantage of the possibilities offered by the digital era to store and offer the lexicon in such a way that the apprentice finds a maximum of components that can help him to tackle these problems. “Por el amor del estudiante”, we recommend that 10 “pedagogical” guidelines are considered, with regard to the following key words: taking into account the learning environment and styles; appealing to both hemispheres of the human brain; thematic disposition; distinguishing between active and passive vocabulary; offering/displaying a set of lexical dimensions, including the comparison with other languages; producing significant associations; controlled repetition; including feedback; proceeding to a lexical selection and working in phases and levels. In other terms, we plead for an integrating lexicography, one that integrates a maximum of paradigmatic and syntagmatic dimensions of the lexicon, so that the user can discover, through the lexicon, all aspects of the Hispanic world.