Cambridge Academic Content Dictionary

Cambridge Academic Content Dictionary

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Reviews151 Cambridge Academic Content Dictionary. 2009. Paul Heacock, ed. Cambridge /New York: Cambridge University Press. Pp. 1137. Introduction Tl 1IuS new academic dictionary for ESI. students from Gambridge [CA(D hereafter] is easy to use, easy to handle, and easy to navigate with a GD with a reliable search function. Its major strengths for its ESI. audience are its defining policy with a 2,500 item defining vocabulary and its remarkably inclusive coverage. It is 9.25 inches long, 6 in. wide, and 1.75 in. thick. It is not too large to be held comfortably. Its 1137 thin pages open easily and stay open with its sturdy binding. The nicely typeset entries with bright green headwords have no illustrations but they are well exemplified. This review, based on Steiner's (1984) guidelines for reviewers, is organized into five areas: inclusiveness of the vocabulary coverage, grammatical coverage, macro- and microstructure organization and typography, and minor problems. ESI. students who are at the secondary level often have to decide between buying a comprehensive bilingual dictionary or a monolingual English collegiate dictionary in order to comprehend academic subjects in their textbooks in the sciences, history, and literature. For numerous students of ESL, this choice can be difficult, since the available bilingual dictionaries in their languages may not be well developed at this academic level; moreover, monolingual collegiate dictionaries in the US and the UK do not fully meet the needs of most ESI. students (McCreary and Dolezal 1999). The CACD is the first learners' dictionary to directly address this problem. Coverage Since one of its major claims on its cover is its excellent coverage of 2, 100 academic words from over 20 subject areas, along with 1 ,500 \"general academic words (like concept, equivalent, and paradigm)\"(CACJ), back cover), I decided to test it using an article by Patzold (1994) annotated in Pedagogical lexicography Today (Dolezal and McCreary 1999). Since this article by Patzold addresses the treatment of academic vocabulary in bilingual dictionaries, it provides an appropriate comparison with the CACJ). The article tests six areas ofvocabulary coverage in English-German learners' dictionaries and three idiomatic and grammatical areas: fixed expressions/idioms, collocations, and syntax items. In my review of this new dictionary from Gambridge, I will use the 50-item lists Patzold developed for environmental terms, computer terms, idioms, collocations, and Dictionaries:Journal ofthe Dictionary Society ofNorth America 30 (2009), 151-154. 1 52Reviews syntax. The environmental items, augmented by another 20 more recent items, include biodegradable, bio-fuel, fossilfuel, ghbal warming, green revolution, and sixtyfive more, seventy in all. The computer items, augmented by ten updated items, include laptop, pixel, toolbar, mouse, boot up, and fifty-five more, sixty in all. The idioms , numbering fifty, include it's all right, you bet, and have, had it [with sth] , and forty seven more. The collocations, numbering fifty, include sound asleep, bored stiff, heated debate, break the news, heavy sleeper, and forty-five more. The syntacticitems , numbering fifty, include arrive at [sth], be certain to [inf.], concerned with [sth], lecture on [sth], married to [smb], relieffrom [sth], solution to [a problem], converk into [sth], billfor [sth], in principle, and forty more. In the two academic areas, environmental terms and computer terms, the CACJ) has excellent coverage, especially compared to the German dictionaries that Patzold reviewed. The scores given below note the percentage of items included in the CACJ) compared to the Collins German dictionary, the top scoring English-German dictionary in Patzold's test, followed by the average score for the four English-German dictionaries that he tested (Patzold 1994,42), followed by the scores for an English-Japanese dictionary published by Sanseido that I tested (McCreary 2002, 338). Academic FieldCACJ)Collins E-G Average E-GSanseido E-J Environmental80%25%17.5%85% Computer96%19%7.3%80% Patzold tested idioms, collocations, and grammatical coverage extensively since these are especially problematic for ESL students. The group he labeled syntax items tests the coverage of fifty verb plus particle and verb plus preposition combinations. In these categories, the CACJ) performed very well, as we can see in the following: CoverageCACI)Collins E-GAverage E-GSanseido E-J Collocations85%46%35%16% Syntax... 59ce067264

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