Slavistica Vilnensis ISSN 2351-6895 eISSN 2424-6115
2022, vol. 67(2), pp. 126–140 DOI: https://doi.org/10.15388/SlavViln.2022.67(2).100

School Dictionary of the Slovenian Language on the Franček Web Portal

Špela Petric Žižić
Fran Ramovš Institute of the Slovenian Language (ISJFR), Ljubjiana, Slovenia
E-mail: spela.petric@zrc-sazu.si
ORCID iD: https://orcid.org/0000-0001-7451-4264

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This article has been produced as part of the project Franček Web Portal, Language Counselling for Slovenian Teachers and School Dictionary of the Slovenian Language and the P6-0038 programme by ZRC SAZU Fran Ramovš Institute of the Slovenian Language funded by the Slovenian Research Agency.

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Abstract. This article presents the concept of the School Dictionary of the Slovenian Language (ŠSSJ), which is being made as part of the project Spletni portal Franček, Jezikovna svetovalnica za učitelje slovenščine in Šolski slovar slovenskega jezika (Franček Web Portal, Language Counselling for Slovenian Teachers and School Dictionary of the Slovenian Language). The School Dictionary of the Slovenian Language, which is a part of The Franček portal, the first specialized educational lexicographic-grammatic portal for Slovenian, brings a lexicographically informed, simplified display of information adapted to the abilities and knowledge of its youngest users. This article describes in greater detail the typology of explanations of nouns, verbs, adjectives and adverbs, which also includes explanations of nouns, verbs, adjectives, and adverbs’ phraseological and non-phraseological multi-word lexemes, the source for dictionary materials (together with the principles of including dictionary entries), the dictionary labels and grammatical information. Individual adjustments and simplifications are partly shown through comparison with the Dictionary of the Slovenian Standard Language (SSKJ).

Keywords: didactics, lexicography, lexicology, pedagogical language portal, explanatory dictionary, dictionary explanation.

Šolski slovar slovenskega jezika na spletnem portalu Franček

Povzetek. V članku je predstavljen concept Šolskega slovarja slovenskega jezika (ŠSSJ), ki je nastal kot del projekta Spletni portal Franček, Jezikovna svetovalnica za učitelje slovenščine in Šolski slovar slovenskega jezika (Franček Web Portal, Language Counselling for Slovenian Teachers and School Dictionary of the Slovenian Language) in prinaša leksikografsko utemeljen poenostavljen prikaz podatkov, ki je prilagojen sposobnostim in znanju najmlajših uporabnikov. Posamezne prilagoditve in poenostavitve so deloma predstavljene prek primerjave s Slovarjem slovenskega knjižnega jezika (SSKJ).

Ključne besede: didaktika, leksikografija, leksikologija, pedagoški jezikovni portal, razlagalni slovar, slovarska razlaga.

Mokyklinis slovėnų kalbos žodynas interneto portale Franček

Santrauka. Straipsnyje pristatoma Mokyklinio slovėnų kalbos žodyno (ŠSSJ) koncepcija, susiformavusi vykdant projektą Spletni portal Franček, Jezikovna svetovalnica za učitelje slovenščine in Šolski slovar slovenskega jezika (Franček Web Portal, Language Counselling for Slovenian Teachers and School Dictionary of the Slovenian Language). ŠSSJ pateikiama leksikografiškai pagrįsta supaprastinta informacija, pritaikyta jauniausių vartotojų gebėjimams ir žinioms, išsamiau aprašoma daiktavardžių, veiksmažodžių, būdvardžių ir prieveiksmių paaiškinimų tipologija, kuri apima ir daiktavardžių, veiksmažodžių, būdvardžių ir prieveiksmių frazeologinių ir nefrazeologinių daugiažodžių leksemų paaiškinimus, žodyno medžiagos šaltinį (kartu žodyno sudarymo principus), gramatinę informaciją ir kt. Tam tikri koregavimai ir supaprastinimai iš dalies pateikiami palyginti su Slovėnų bendrinės kalbos žodynu (SSKJ).

Reikšminiai žodžiai: didaktika, leksikografija, leksikologija, kalbos didaktinis portalas, aiškinamasis žodynas, žodyno straipsnio struktūra.

Received: 24.05.2022. Accepted: 16.12.2022
Copyright © 2022 Špela Petric Žižić. Published by Vilnius University Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

1 Introduction

The Franček portal is the first pedagogical web dictionary/grammar portal for Slovenian, providing information on the meanings of words, their synonyms, inflection, pronunciation, phraseology, usage in dialects1, history and etymology [Ahačič et al. 2021].2 On the dictionary part of the portal, which is tailored to each of three age groups of pupils (ages 6 to 10, 11 to 14 and 15 to 18), the Šolski slovar slovenskega jezika (School Dictionary of the Slovenian Language; ŠSSJ), which includes around 2000 dictionary entries and is aimed at pupils aged 6 to 10, is available. With lexicographically informed solutions as regards simplified presentation of dictionary information3 tailored to children’s abilities, it represents a new approach in Slovenian lexicography and differs from existing Slovenian school dictionaries both in its concept and size4 [Petric Žižić 2020, 391].

The concept of the dictionary is based on established lexicographic principles — its basic features are aligned with the concept of the third edition of the Slovar slovenskega knjižnega jezika (Dictionary of the Slovenian Standard Language; eSSKJ)5, which is replacing the second edition of the Dictionary of the Slovenian Standard Language (SSKJ2) and becoming a fundamental reference work that the pupils of today will later use on their own [Petric Žižić 2020, 392]. At the same time, the ŠSSJ concept has been created considering recommendations by experts on didactics and surveys completed by fifth-year students (10 years old) in class.

2 Entry list

ŠSSJ examines only standard-language lexical units.6 All parts of speech are examined.

The main source of materials for ŠSSJ is the Korpus šolskih besedil slovenskega jezika (Corpus of School Texts of Slovenian Language), which encompasses texts from textbooks, children’s literature by select authors and school essay materials. The lexis examined in the dictionary is thus taken from texts that are the main source of new standard vocabulary for children at this age.

The entry list includes less commonly used lexemes that are employed in explanations and socially relevant lexical units such as family (and the single-parent family phrase), duty, ecology, pollution, climate, consumerism, right (and the human right phrase) etc.

2.1 Specialised words in ŠSSJ

ŠSSJ provides sample terminology from fundamental subject fields that students are expected to assimilate by the age of 10. Explanations are not definitional (the concept is not presented from the narrowly limited expert point of view). Their terminological adequacy is verified by terminological consultants.

The conceptual system of each field is (also based on textbook materials in the School Corpus as well as suggestions and comments by terminological consultants) presented as holistically as possible, in the manner it is learned in class. In addition, terminological lexis strengthens the perception of the conceptual systems of each specialised field covered by the dictionary (helping the pupils organise their knowledge in a particular field).

Before the explanation, the terminological meaning of a single- or multi-word lexeme7 has a field label named after the school subject, e.g. in mathematics A point is what is created when lines intersect and what a line, line segment or plane consists of. It is drawn as a dot.

Dictionary entries for terminological lexis are also needed to learn how to read a dictionary carefully, fostering an awareness of different varieties of the standard language. For example, by carefully reading the dictionary, the user can ascertain that instead of the word topiti ‘melt’ (general word), it is more proper to use its synonym raztapljati ‘dissolve’ or taliti ‘melt’ (specialised word) when referring to substances in the science and technology subject.

2.2 Basic lexis in ŠSSJ

The second part of the entry list consists of basic lexis (this comprises, for example, names of family members, family relations etc.), which is particularly relevant for the early years of school, while older students can use it as a tool to help with the introduction to reading the dictionary as they already know these words well.

As ŠSSJ also serves as a teaching accessory, basic lexis has been included using criteria of problem selection as well (based on issues pupils might have relating to orthography, pronunciation, inflectional patterns). ŠSSJ dictionary entries, grouped under particular issues, are linked to corresponding paragraphs of two modern pedagogical grammars, namely Kratkoslovnica [Ahačič 2017a] for primary school and Slovnica na kvadrat [Ahačič 2017b] for secondary school students, on the Franček portal [Ahačič et al. 2021]. Sets of entries characterised by a particular grammatical phenomenon (e.g. vowel alternation) will thus be available to users of the Franček portal in the Where to find this in the grammar section [Ahačič et al. 2021; Ahačič et al. 2022].

3 Labels in ŠSSJ

Dictionary labels are added to lexical units following an analysis of the semantic properties of lexemes, as they are evidenced in the School Corpus materials, and an analysis of their context. They complement the explanation of meaning but also foster a more careful reading of the dictionary and an awareness of the distinction between the neutral and stylistically marked meanings or between the specialised and general uses of particular lexemes.

The ŠSSJ labels are (like the dictionary entries labelled with a particular issue, see 2.2) linked to the Where to find this in the grammar? section on the Franček portal, namely to the paragraph providing an up-to-date description of the varieties of the Slovenian language [Gliha Komac et al. 2020; Ahačič et al. 2021].

3.1 ŠSSJ includes terminological labels marking words (meanings) based on the specialised field they belong to (see 2.1). These are named after school subjects: in social studies, in music, in art, in mathematics, in science and technology, in computer science, in Slovenian and in sports.

3.2 The expressive label emotionally charged8 is listed in the semantic part of a dictionary entry, complementing the description of meaning by characterising single- or multi-word lexemes according to their expressive effect in a text (such as the second meaning of the verb cveteti ‘bloom’: čustveno obarvano Cveteti pomeni imeti zdrav in lep videz ‘emotionally charged […] to have a healthy and attractive appearance’). The pejorative label is used alongside explanations of meanings through which the speaker attributes negative properties to an object, e.g. kmet ‘peasant’ (Kmet je oseba, ki je nerodna, neumna ali se ji to pripisuje ‘[…] a person that is clumsy, stupid or is considered as such’).

4 Grammatical information in ŠSSJ

Headwords are listed in dictionary form: nouns are listed in the nominative singular (pluralia tantum in nominative plural, e.g. možgani ‘brain’, starši ‘parents’, tla ‘ground’), adjectives in the masculine nominative singular in the indefinite or single form (e.g. apnenčast ‘limy’, bogat ‘rich’, babičin ‘grandmother’s’, beseden ‘verbal’), and verbs in the infinitive (e.g. braniti ‘to defend’). All forms of inflectable parts of speech are listed in a special section, How do I inflect this word?, on the Franček portal.

4.1 Information on countability tied to particular meanings

Alongside explanations of meanings in which nouns are used only in the singular, there is a symbol depicting three dice with the two- and three-pip dice crossed out (see image below). Examples: the second meaning of the kaplja ‘drop’ lexeme (Kaplja je zelo majhna količina tekočine, pijače ‘[…] a very small amount of a liquid or drink’) and the third meaning of the žaba ‘frog’ lexeme (Žaba je prsno plavanje, pri katerem z rokami in nogami delamo krožne gibe ‘[…] a kind of breaststroke swimming where you do circular movements with your arms and legs’). When the mouse pointer hovers over the limitation sign for grammatical number, a tooltip appears, explaining the lexeme is used in the singular in this meaning.

 

Alongside explanations of meanings in which nouns are used only in the plural, there is a symbol depicting three dice with the one- and two-pip dice crossed out (see image below). Example: the second meaning of the gosenica ‘caterpillar’ lexeme (Gosenice so niz tesno povezanih jeklenih ploščic okoli koles, s pomočjo katerih se premikajo nekateri gradbeni stroji in vojaška vozila ‘[…] a sequence of closely linked steel plates around wheels used for the movement of some construction machines and military vehicles’). When the mouse pointer hovers over the limitation sign for grammatical number, a tooltip appears, explaining the lexeme is used only in the plural in this meaning.

 

4.2 Limitation of the use of a (meaning of a) noun to singular or plural forms

If the use (meaning) of a noun is tied to singular forms, which SSKJ marks with the label usually in singular, this is not signified with a label; it is only implied through examples of use (e.g. in the entries beljakovina ‘protein’, ekvator ‘equator’, hlap ‘vapour’, internet ‘internet’, podnebje ‘climate’, središče ‘centre’, vesolje ‘space’, vrelišče ‘boiling point’).

Single- and multi-word lexemes that are mostly used in their plural forms, which SSKJ marks with the label usually in plural, have a nominative singular headword, and the limitation of the use (meaning) of the noun to plural forms is evident from the explanation, where the plural is used (e.g. Godala so glasbila s strunami […] ‘Bowed instruments are instruments with strings […]’).

5 Semantic information and information on interlexemic relationships in ŠSSJ9 

5.1 Structure of explanations of meaning in ŠSSJ

All types of dictionary explanations in the ŠSSJ have the form of sentences, usually with the headword lexeme as the subject, which is a major difference compared to the first and second editions of the Dictionary of the Slovenian Standard Language (SSKJ and SSKJ2), the Slovar novejšega besedja slovenskega jezika (Dictionary of New Slovenian Words) (SNB) and eSSKJ — Dictionary of the Slovenian Standard Language, which is now in the making. In the explanations of nouns and adjectives, the subject complement is introduced by the linking verb biti ‘to be’ in the third person; in the explanations of verbs and adverbs, the subject complement is introduced by the third-person form of the verb pomeniti ‘to mean’, in line with one of the key principles of the description of meaning in dictionaries of this kind, the principle of naturalness (in the sense of mimicking spontaneous speech particularly in the syntactic structure of an explanation), see [Petric Žižić 2020, 392].

In line with the established principles of Slovenian lexicography, the explanatory (predicate) part of the sentence comprises a set of semantic features10 — the meaning of a lexeme is defined in relation to a semantically superordinate lexeme (classifying semantic feature — CSF) and is distinguished from lexemes of the same semantic kind through differentiating semantic features — DSF [Vidovič Muha 2013, 52–59].

5.1.1 Alternative explanatory types

5.1.1.1 The conditional-clause type of explanation is used for explaining verbal set phrases and phraseological units.

Explanations of verbal phraseological units and phraseological units structured as a clause (in which a component acting as the subject is mandatory, e.g. jezik srbi koga (lit. ‘the tongue itches someone’ — i.e. to be dying to say something))11 have the form of a sentence with a conditional clause,12 which has proved as the most easily understandable due to citing the typical textual environment of the multi-word entry. As it includes a finite verb form (usually third-person singular, sometimes plural), it enables a clearer demonstration of valency positions (e.g. obljubljati komu gradove v oblakih (lit. ‘to promise someone castles in the clouds’ — i.e. to promise someone the moon)), and also serves as justification for the decision to cite dictionary forms of verbal phraseological units, which students may find more difficult syntactically (e.g. ne biti ne duha ne sluha (lit. ‘to be no smell nor sound’ — i.e. no sign of something)). The same type of explanation as for verbal phraseological units is used for verbal set phrases in ŠSSJ, e.g. delati družbo (lit. ‘to make company’ — i.e. to keep company): Če kdo komu dela družbo, pomeni, da se z njim druži, skupaj preživlja čas ‘If someone keeps company with someone, it means they hang out and spend time together’ [Petric Žižić 2020, 406].

5.1.1.2 The dictionary description of single- or multi-word lexemes used as particles or interjections (here the denotatum is bound to a speech act, see [Vidovič Muha 2013, 100]) is based on the communication aspect, stemming from the intention or emotional state of the speaker. A special type of explanation with the first-person plural form of the verb reči ‘to say’ (napisati ‘to write’) thus does not provide information on lexical meaning, but on what the speaker is expressing.13

Examples: Škoda rečemo, ko kaj obžalujemo, smo žalostni zaradi česa ali s kom sočustvujemo ‘We say what a shame when we regret something, are sad because of something or sympathise with someone’; Lep pozdrav napišemo na koncu sporočila, ko se od koga poslovimo ‘We write Best regards at the end of a message when we say goodbye to someone’; Z veseljem rečemo, ko komu vljudno pritrdimo ‘We say with pleasure when we politely say yes to someone’.

5.2 Content of dictionary explanations in ŠSSJ

5.2.1 In polysemous lexemes, only the main meanings are included in the dictionary (those that the user is thought to recall first), usually the basic meaning, which is listed first in line with the SSKJ tradition, and a metaphorically derived meaning that follows. In the editorial process, only the most typical phrases14 validating the basic meaning and the main derived meanings are considered. Less commonly used, less established meanings and minor transpositions of meaning are not taken into account.

5.2.2 ŠSSJ also aims to introduce students to reading dictionaries, so their structure follows the SSKJ tradition, in principle. However, for the efforts to be as illustrative as possible, especially with materially tangible reality, the ŠSSJ explanations are somewhat more comprehensive — differentiating semantic features are usually more numerous (in addition to the essential elements of the explanation, they include elements that are not essential in terms of differentiation but contribute to illustration) [cf. Petric Žižić 2020, 392].

Thus, in defining a meaning (especially with lesser-known, specialised-use and terminological lexis), essential semantic features are complemented with additional circumstances of the denotatum’s occurrence as would normally be the case, and these circumstances are based on children’s experiences to the maximum extent possible (the use of first-person plural serves as a means to bring the content of the explanations closer to the user’s experiences). Examples: A notebook is a booklet with pages and binding where we write or draw in class,15 An interlocutor is someone we are talking to [Petric Žižić 2020, 393].

5.2.3 The explanation of a noun has the structure [headword in the nominative (singular)] + je (‘is’) + CSF + DSF, e.g. A pianist is a person who plays the piano. In addition to explanations of originally terminological lexis, one of the greatest challenges is the explanations of abstract nouns, e.g. feature ([…] what enables us to recognise something or what we use to describe something), characteristic ([…] an important feature or part of something that enables us to recognise it), difference ([…] what shows that something we are comparing is not the same) [Petric Žižić 2020, 398].

Adjectival explanations have the headword as their subject and an explanatory synonymous phrase as the subject complement with the linking verb biti (‘to be’) in the third-person singular: […] je ta, ki je v zvezi s […] (lit. ‘is such that relates to’).16 The subject-complement part of the explanatory sentence is coextensive with the classical explanatory structure that introduces students to the reading of a general explanatory dictionary.

As the syntactic analogue of the adjective, the demonstrative pronouns tak and ta are used (depending on whether the adjective is qualitative, e.g. Globok je tak, ki v navpični smeri navzdol meri veliko […] (lit. ‘Deep is such that measures a lot vertically downwards’), or classifying, e.g. Besedni je ta, ki je v zvezi z besedami (lit. ‘Verbal is such that relates to words.’)) [Petric Žižić 2020, 400–403].

Explanations of verbs also take the form of sentences, namely [headword in the infinitive] + pomeni (‘means’) (linking verb) + [CSF in the infinitive] + DSF.

In line with the principle of naturalness, instead of the more economical infinitive structure, explanations usually include finite verb forms (which means explanations of verbs are usually structured as complex sentences); the first-person plural is used, e.g. Zmoči pomeni imeti sposobnost, da kaj uresničimo (lit. ‘To be able to means to have the ability that we carry out something’) as opposed to Zmoči pomeni imeti sposobnost kaj uresničiti ‘To be able to means to have the ability to carry out something’ [Petric Žižić 2020, 404–406].

Due to a tendency for maximum possible concreteness and comprehensibility, the dictionary explanations of the included semantic types of adverbs, which, too, are structured as sentences, also have a uniform composition: the headword as the subject and an explanation with a finite verb form in the subject complement with pomeniti (‘to mean’) in third-person singular as the linking verb. The dictionary includes adverbs of manner, which usually have a sentence structure in the form of an adverbial clause of manner (‘the manner in which an action proceeds or is carried out’), e.g. Redko pomeni takó, da se kaj pojavi ali ponovi malokrat (lit. ‘Rarely means in such a way as if something occurs or recurs few times’); it also includes adverbs of time, which do not have a pronominal syntactic equivalent but have the following structure: headword as subject + pomeni (linking verb) + synonymous phrase (not clause) in the subject complement, e.g. Often means multiple times or regularly; Rarely means few times (multiplicity). Both examples of adverbs of place demonstrate that an explanation in the form of a synonymous phrase in the subject complement enables better comprehensibility: Out means in the direction towards an outdoor space; Outside means on the outer side or in an outdoor space [Petric Žižić 2020, 406–407].

5.2.4 In principle, explanations of nominal, adjectival, and adverbial (phraseological and non-phraseological) multi-word lexemes are analogous to the explanations of single-word headwords (on the explanations of verbal multi-word lexemes, see 5.1.1.1).

Set phrases are mostly nominal, with an adjectival premodifier alongside the head, e.g. Morski konjiček je majhna riba, ki ima konju podobno glavo ‘A seahorse is a small fish with a head like a horse’. An example of a nominal phraseological unit is Glas vpijočega v puščavi je prizadevanje, ki nima uspeha ‘A voice in the wilderness is an effort that is not successful’ [Petric Žižić 2020, 400].

Examples of adjectival and adverbial (phraseological and non-phraseological) multi-word lexemes: v redu (‘all right’): 1. V redu je tak, ki ustreza pričakovanjem ali predstavam (lit. ‘[…] such that meets expectations or ideas’); 2. V redu je tak, ki je v takem stanju, kot mora biti (lit. ‘[…] such that is in such a state as it has to be’); Bled kot stena je tak, ki je izrazito brez naravne in zdrave barve (lit. ‘Pale as a wall [i.e. ‘pale as a ghost’] is such that distinctly lacks a natural and healthy colour’); Na glas [lit. ‘on voice’] pomeni tako, da se dobro sliši ‘Out loud means in such a way that you can hear it well’ [Petric Žižić 2020, 403–407].

5.3 Synonymy and homonymy in ŠSSJ

Synonyms are listed in the section Find words with a similar meaning, which shows information on any synonyms of a given headword in ŠSSJ, as they are listed in SSKJ2 and the Sinonimni slovar slovenskega jezika (Synonym Dictionary of the Slovenian Language) [Snoj 2019; see Ahačič et al. 2022]. Exact synonyms are also listed in the ŠSSJ section on meaning, but only those that are included in ŠSSJ as headwords or set phrases; the aim is not to complement the explanation nor to display normative value or preference, but to explicitly link normatively equal exact synonyms within the dictionary. A type of explanation formed as a sentence with the headword as the subject enables to display synonyms within the explanation itself alongside the headword (with the synonym introduced by the conjunction ali ‘or’), such as in the entry for oznaka (A label or mark is what marks something).

The fundamental concept of ŠSSJ is that each single-word lexeme is given a separate entry, so homonyms are listed in different entries (not as polysemous words), which is in line with the SSKJ tradition.

6 Illustrative materials in ŠSSJ

Explanations are followed by examples of use in the form of collocations and sentences (typical phrases validating the meanings and typical contexts). The illustrative materials reinforce the children’s perception of typical use, syntactic possibilities, valency or collocability of a lexeme. Examples, which are composed of vocabulary that is neutral from the point of view of the standard language and vocabulary that is included in the dictionary, are generally short, clear and judiciously selected, also in terms of content (one of the principles of selection is the avoidance of stereotyping, especially in relation to social roles).

Because of the smaller scope of the text corpus materials, the illustrative materials are not ordered based on the criterion of frequency but, like in the SSKJ, on syntactic criteria, and further alphabetically. The extent of the illustrative materials is thus not directly linked to the frequency of use of a given lexeme; more materials are normally cited with lesser-known lexemes, for meanings with explanations that combine several (sub)senses in terms of content (e.g. deep, depth, energy, to summarise, network, recording) and for terminological lexemes (e.g. element, vapour).

For basic vocabulary, example sentences aim in particular to demonstrate the use of the head lexeme in a sentence; for terminological lexis, they are also selected with a view to provide additional information, complementing the explanation in terms of content.

7 Conclusion

The concept of the School Dictionary of the Slovenian Language (ŠSSJ) on the Franček portal has been formulated based on theoretical foundations in the fields of Slovenian language studies and didactics and on experience with creating a general explanatory dictionary. In terms of materials, the ŠSSJ design relies mostly on texts from textbooks and children’s literature. ŠSSJ provides a simplified presentation of dictionary information on basic vocabulary and sample terminology that students are expected to assimilate by the age of 10, tailored to children’s abilities and knowledge. The language of the explanations is less complex (especially at the lexical and syntactic level), taking into account the principles of naturalness and comprehensibility (in terms of mimicking spontaneous speech, particularly in the syntactic structure of an explanation, sometimes at the expense of its economy), and explanations emphasise the most typical aspect of the meaning from children’s point of view.

In terms of the fundamental characteristics, the ŠSSJ concept is aligned with the concept of the third edition of eSSKJ: Dictionary of the Slovenian Standards Language, which is gradually replacing the second edition of the Dictionary of the Slovenian Standards Language (SSKJ2) and becoming the fundamental reference work that the pupils of today will use on their own as adults. How the tradition of Slovenian lexicography and SSKJ has been followed is particularly apparent from the comparison of explanation types in ŠSSJ with those in SSKJ. Despite differences in how explanations are structured and in the wording of the description of meaning, which stem from its adaptation to the knowledge and abilities of youngest users, the design of the ŠSSJ explanation types is in keeping with the fundamental principles of defining lexical meaning, which have been established since SSKJ, e.g., in relation to the system of classifying semantic features and the precision and consistency in determining differentiating semantic features.

Dictionaries

eSSKJ: Slovar slovenskega knjižnega jezika 2016–, www.fran.si (1 May 2021–1 July 2021).

Slovar slovenskega knjižnega jezika, www.fran.si (1 May 2021–1 July 2021).

Slovar slovenskega knjižnega jezika, the second, augmented and partly modernised edition, www.fran.si (1 May 2021–1 July 2021).

Šolski slovar slovenskega jezika on the Franček portal. Ljubljana: Inštitut za slovenski jezik ZRC SAZU.

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Špela Petric Žižić, PhD, Research Associate at the ZRC SAZU Fran Ramovš Institute of the Slovenian Language.

Шпела Петриц Жижич (Špela Petric Žižić), доктор гуманитарных наук, научный сотрудник Института словенского языка им. Ф. Рамовша, Научно-исследовательский центр Словенской Академии наук и искусств.

Špela Petric Žižić, humanitarinių mokslų daktarė, Slovėnijos mokslų ir menų akademijos Frano Ramovšo slovėnų kalbos instituto Mokslinių tyrimų centro mokslo darbuotoja.