O TRATAMENTO LEXICOGRÁFICO DA HOMONÍMIA EM DICIONÁRIOS PEDAGÓGICOS DE LÍNGUA INGLESA

Abstract

In this paper, we analyze the lexicographical treatment that is given to homonymy in four English learner’s dictionaries, namely: Longman (2008), Longman (2021), Oxford (2020) and Oxford (2021). Therefore, by following theoretical and methodological principles of Pedagogical Lexicography, we aim to: i) discuss the importance of recording homonymous lexical units (HLU) in English learner’s dictionaries, since spelling, pronunciation and meanings of these units are aspects that usually cause confusion to the language learner and ii) verify how the HLU record occurs in the entire lexicographical structure of the lexicographical repertoires mentioned above. Furthermore, we tried to observe if there was any information about the homonymic treatment in the Front Matter of the respective dictionaries and if the three types of homonyms, according to Berruto (1979) were included in the analyzed dictionaries. The analyzes provided us with data that corroborate our concern regarding a more didactic and complete organization of the homonymic phenomenon in learner’s dictionaries, prompting us to continue our research.