Dictionary Use in Foreign Language Writing Exams
Impact and implications
Unitec New Zealand / The University of Auckland
This book provides an in-depth analysis of what happens when intermediate level learners of a foreign language use a bilingual dictionary when writing. Dictionaries are frequently promoted to people learning a foreign language. Nevertheless, teachers often talk about their students’ inability to use dictionaries properly, especially when they write, and this can be problematic. This book paints a comprehensive picture of the differences a dictionary makes and brings out the implications for language learning, teaching, and testing practices. It draws on research in which participants in three studies took writing tests in two test conditions – with and without a dictionary. They were also asked what they thought about the two test types. Their performances and opinions were analyzed in a variety of ways. Conclusions from the data highlight some of the practical issues to be kept in mind if we want to help foreign language learners to use bilingual dictionaries effectively when writing.
[Language Learning & Language Teaching, 22]
2008.
xiii, 228 pp.
Publishing status: Available
Hardbound – Available
ISBN
9789027219831
|
EUR
105.00
|
USD
158.00
e-Book – Sold by e-book platforms
ISBN
9789027290571
|
EUR
105.00
|
USD
158.00
Table of Contents
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Preface
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vii–x
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Acknowledgments
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xi–xii
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List of key acronyms
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xiii
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1. What is the problem with dictionaries?
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1–11
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2. On dictionaries and writing
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13–36
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3. Does the dictionary really make a difference?
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37–63
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4. How do test takers use dictionaries?
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65–93
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5. When the dictionary becomes a liability
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95–124
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6. What do the test takers think of having a dictionary?
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125–146
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7. Some more test taker perspectives
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147–168
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8. Having a dictionary in writing exams – is it useful and is it fair?
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169–185
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9. Maximizing the opportunity and minimizing the liability
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187–202
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References
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203–209
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Appendix 1
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211–212
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Appendix 2
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213–215
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Appendix 3
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217–220
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Appendix 4
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221–225
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Index
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227–228
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Quotes
“East’s study raises many tough questions and does not have easy answers; it also touches on a range of areas of great importance for the professional teacher of L2, including the prime focus of curriculum and assessment.”
Brian Ridge, Australian College of Kuwait, in Australian Review of Applied Linguistics, Volum 33, Number 1, 2010
“Dictionary Use in Foreign Language Writing Exams contributes to ongoing debates around using or not using dictionaries in writing, whatever the context, and will keep these debates going. The book helps to make the root causes of the controversy more understandable, and alerts those who have a stake in language learning, teaching, and assessment to both the benefits and drawbacks of bilingual dictionaries and to means of improving their use. The book will help language students, at whatever level, and whatever language they are studying, to get the best out of bilingual dictionaries when writing, and it will also help language teachers help their students to use this resource to full effect. Conclusions from the data highlight some of the practical issues to be kept in mind if we want to help foreign language learners use bilingual dictionaries effectively when writing.”
SirReadalot.org, October Issue 2008
Subjects
Benjamins Subject classification
Linguistics
BIC Subject
CJA: Language teaching theory & methods
BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number: 2008010429