A course in dictionary use for Korean EFL teachers

Bae, Susanna

doi:10.1007/s40607-015-0017-4

Cited by 6 publications

(4 citation statements)

References 14 publications

(16 reference statements)

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“…To educate EFL learners on dictionary use, EFL teachers should be confident about their own dictionary use skills and familiar with teaching content and methodology. An in-service training course in dictionary use offered by Bae (2015) and shortterm workshops of teacher training proposed by Chi (2020) are worthwhile endeavors to equip EFL teachers with "lexicographical knowledge and teaching methodology to ensure they are well-equipped to design dictionary use learn-ing activities suitable for their students" (Chi 2020: 92). Still, more efforts should be made to explore and experiment in this field.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Learning Conditions on Collocation Gains: A Case Study of Task-based Dictionary Use Instruction

Chen

2022

lexi

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To examine the effect of learning conditions on collocation gains, 88 Chinese EFL students were assigned randomly to one of three different learning conditions, i.e. dictionary use with prior instruction, dictionary use without training, or explicit collocation teaching. They were asked to fill in the missing verb in ten V + N target collocations embedded in sentences. A screen recorder was used to keep track of the students' lookup behaviour in the two conditions involving dictionary use such as every input of the searched word, every move and click of the mouse, every step of collocation search and the time length of dictionary consultation. After completion of the assignment all the students were given corrective feedback to the collocation task and marked their corrections on the test paper. Two weeks later, an unexpected retention test was administered. The study showed that dictionary use following a five-step training session reaped significantly more collocation gains than dictionary use without prior instruction and explicit collocation teaching. Compared with those who used the dictionary without prior training, the students with prior dictionary instruction employed more effective strategies concerning the selection of lookup words and the location and identification of collocation information. They took a more conscientious approach to dictionary use and retrieved more correct target verbs. Apart from lending new support to the continuous appeal for a position of dictionary use instruction in the EFL pedagogy, the study also provides a detailed demonstration of task-based dictionary training applicable to classroom practice. Keywords: learning conditions, collocation learning, dictionary skills, dictionary lookup behaviour, dictionary use instruction.

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Section: Discussionmentioning

confidence: 99%

The Effect of Learning Conditions on Collocation Gains: A Case Study of Task-based Dictionary Use Instruction

Chen

2022

lexi

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“…It is encouraging to see that more and more universities are recognising the importance of teaching lexicography and dictionary use (cf. Bae 2011;Hartmann 2013;Magay 2000;Nied Curcio 2022;P. Márkus 2020a;P.…”

Section: Researching Didactic Lexicography and Dictionary Usementioning

confidence: 99%

“…With this article, we would like to contribute to the enrichment of studies on the teaching of lexicography (and dictionary skills) as an academic subject. The more widely we share our academic experiences, the more insight we can provide into different practical teaching methodologies and their effectiveness (for more on the subject, see for example Bae 2011;Béjoint 1989;Chi 1998;Hartmann 2001;Magay 2000;Martynova et al 2015;Nkomo 2014;Prćić 2020;P. Márkus 2020b).…”

Section: Introductionmentioning

confidence: 99%

Developing Dictionary Skills through Monolingual and Bilingual English Dictionaries at Tertiary-level Education in Hungary

Márkus,

Dringó-Horváth

2023

LEXI

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Among reference works, dictionaries are particularly important in foreign language learning. Dictionaries provide language learners with a wide range of data, however, wading through the mass of data and information can be a daunting task. Mastering dictionary skills should be important in the language learning process; however, in official educational documents in Hungary, there are no clear guidelines on how to develop these skills. By integrating dictionary skills into the curriculum and teaching them explicitly in lessons, teachers could play an important role in bridging the gap between lexicographers and dictionary users. In the present study, we report on our methods of teaching lexicography and dictionary skills to students at a Hungarian university. The authors are speaking from experience, the discussion and accompanying material are based on more than 15 years of teaching practice. To ensure that the training can meet the expanding needs of young students, a longitudinal study was launched in 2020 to examine students' changing habits and needs. The aims of the article are threefold: first, to encourage the teaching of lexicography at university level by providing concrete methods, then to highlight the importance of dictionary skills, and finally, to emphasise the importance of integrating the effective teaching of the use of electronic dictionaries into dictionary didactics. In this context, the article underlines the need to incorporate new evaluation criteria as well as to develop new skills for digital dictionaries, different from those for print dictionaries, into education. Keywords: teaching lexicography, dictionary didactics, reference skills, dictionary skills, dictionary use, university course design, course evaluation, online dictionaries, evaluation of dictionaries

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“…And there is the practical concern of cost 1 to most. Indeed, research on dictionary use continuously reveals the rudimentary search skills and dictionary use knowledge of many users, including students and teachers of English (Chi 2013;Bae 2015). Additionally, with many competing EFL dictionaries offering features with striking resemblance (Akasu 2013), it would be interesting to examine whether LDOCE6 will appeal to its potential buyers.…”

Section: Introductionmentioning

confidence: 99%

A review of Longman Dictionary of Contemporary English (6th edition)

Chi

2016

Lexicography ASIALEX

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Longman Dictionary of Contemporary English (6th edition) for advanced learners (LDOCE6), published by Pearson Education 2014, is the latest edition of this reputable dictionary for foreign learners of English. To increase its competitiveness, LDOCE6 includes new features like the Longman Communication 9000 to provide users with assistance on vocabulary acquisition, and the Grammar Guide to give information on major grammar topics and grammar notes that illustrate common grammar mistakes made by learners. This review examines whether the dictionary satisfies the needs and expectations of the users (in this case, advanced level EFL students); and if it rightly pitches at the level of their English proficiency and reference skills for ease of use and acquiring linguistic knowledge.

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A course in dictionary use for Korean EFL teachers

Cited by 6 publications

References 14 publications

The Effect of Learning Conditions on Collocation Gains: A Case Study of Task-based Dictionary Use Instruction

The Effect of Learning Conditions on Collocation Gains: A Case Study of Task-based Dictionary Use Instruction

Developing Dictionary Skills through Monolingual and Bilingual English Dictionaries at Tertiary-level Education in Hungary

A review of Longman Dictionary of Contemporary English (6th edition)

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