Microsoft Word Lx14steyn doc

6.1 Question 
one 
As already explained, the access structure can be viewed as the form in which 
content is presented. Without an accessible form, data presented and arranged 
in the macro-, micro-, frame and distribution structures cannot be accessed and 
employed by the user. The failure of dictionary consultation procedures is 
often attributed to the inadequate reference skills of the users, in this case 
learners. But it is more often than not the structure of the dictionary that im-
pedes the user from sufficient access to data. According to Gouws (2001: 102), 
the rapid and unimpeded access of the users to the relevant data presented in 
the dictionary has to be regarded as a prerequisite for a successful lexico-
graphic product in a user-driven approach. The ease with which macro- and 
microstructural information is located and retrieved determines the quality and 
accessibility of the presentation. The lexicographer can therefore use the access 
structure as primary instrument to ensure the user-friendliness of a dictionary. 
6.2 Question 
two 
Different outer texts in different dictionaries suggest that the outer access 
structure of a dictionary is designed with a specific user in mind. In most com-
prehensive and standard dictionaries, the outer search route will start at the 
cover, possibly continue to the table of contents, the running heads and the 
thumb index and end at the desired lemma. Recently learner's dictionaries have 
employed certain bridge texts to facilitate and enhance the outer search route of 
the dictionary. These integrated outer texts are additional wordlists or equiva-
lent registers, found mostly in learner's dictionaries for beginners. They help 
the user with a restricted knowledge of the language and specifically the 
spelling of a foreign language word to reach the lemma via a mother tongue 
equivalent. An equivalent register enables the learner to reach the unknown 
word with the aid of a translation and thus enhances text reception and pro-
duction in the foreign language. In the same manner as the users' guidelines, an 
outer text presenting an equivalent register should be regarded as a compul-
sory text in monolingual and monoscopal bilingual learner's dictionaries for 
beginners and intermediate learners. If the learner reaches the advanced stage, 
where thinking in the foreign language becomes a possibility, the need for this 
special outer text decreases. 
In the Passport English Hebrew Learner's Dictionary, the equivalent register 
is given the status of a Hebrew–English dictionary or "reverse dictionary" that 
also "forms an integral part of the dictionary in order to enable the learner to 
locate the English headword" (p. viii). 
It is also evident that the inner access structure varies according to the 
dictionary type. If one examines articles from different dictionaries it would not 
be difficult to decide what dictionary type they represent. It is not only the 

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amount and density of data that lead one, but the internal structure of the arti-
cles also suggests that different dictionary types have different inner access 
structures to correlate with specific users.