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A research-based study of foreign students' use of grammatical codes in five leading British learners' dictionaries
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Grammatical codes are one of several ways of including grammar in learners' dictionaries. In our research we focussed on the usability and user-friendliness of learners' dictionaries as regards grammatical information. The results presented and discussed in this article are based on answers obtained by a questionnaire that tested the understanding of codes found in five leading British monolingual learners' dictionaries and the success of the explanations of the same codes provided in the front matter of each dictionary. The results are presented by dictionaries and by codes. The most important finding of this research is that the understanding of the code and thus its usefulness depends on the code itself rather than on the dictionary.
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... Roby 2006). Moreover, lack of L2 motivation, which could otherwise induce and contribute to speedy and effortless location of dictionary information often hinders access to the right information in the dictionary (Chan 2012, P. Márkus and Dringó-Horváth 2023, Vrbinc and Vrbinc 2006. Numerous studies have examined how users misread dictionary information through either skipping vital parts of the entry, misinterpreting grammatical information, or failing to locate correct meanings in long dictionary entries (e.g. ...
... Numerous studies have examined how users misread dictionary information through either skipping vital parts of the entry, misinterpreting grammatical information, or failing to locate correct meanings in long dictionary entries (e.g. Chan 2012, Márkus and Szöllősy 2006, Müller-Spitzer 2018, Nesi and Meara 1994, Nied Curcio 2022, P. Márkus and Fajt 2021, Tono 1984, Vrbinc and Vrbinc 2006. Also, in reality, low willingness to pay for dictionaries is typically coupled with lower than optimal preparedness to read usage guides (see e.g. ...
Using dictionaries has been seen as an important aspect of L2 learning at all levels of L2 proficiency. Yet, in many cases dictionary use seems a considerably neglected part of L2 teaching. There is no doubt, however, that L2 learners should be encouraged to use dictionaries independently and autonomously, as they will be unable to rely on language teachers or other proficient L2 speakers to assist them throughout their whole lives. Using Dörnyei’s (2005) L2 Motivational Self System (L2MSS) framework, this quantitative study (N=925) investigates the interrelationship between L2 learning motivation, willingness to pay for dictionaries, reading dictionaries’ usage guides and willingness to use dictionaries. The accumulated data were analysed through structural equation modelling (SEM). Even though not necessarily generalisable to other contexts, the results show that EFL learning motivation has an impact on willingness to buy dictionaries and willingness to use dictionaries. Our data reveal that in the L2MSS, two components (motivated language learning behaviour and the ideal L2 self) have an impact on attitudes to dictionary use.
V članku je predstavljeno didaktično gradivo na jezikovnem portalu Franček; predstavitev je osredotočena na jezikovne naloge dveh tipov: naloge na spletni strani Črkozmed, ki jih lahko uporabnik (učitelj) sam ustvarja in pri katerih se primeri samodejno generirajo iz podatkovnih baz Inštituta za slovenski jezik Frana Ramovša ZRC SAZU, ter že vnaprej sestavljene naloge v obliki delovnih listov v Vajah. Prikazan je proces avtomatizacije priprave učnega gradiva in njegovo povezovanje v celovito slovnično-slovarsko strukturo portala Franček. Poleg predstavitve obstoječega stanja so v članku našteti tudi predlogi za izboljšanje in nadgradnjo didaktičnega gradiva na portalu.
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This paper is about finding out what people actually do when they consult their dictionary for help with a translation. The
methodology described here was devised for, and tested at, a EURALEX workshop attended by 71 participants from 15 different
language communities. A slightly modified version was subsequently applied in an analysis of dictionary use carried out amongst
a homogeneous group of 32 Finnish translation students. As so many EURALEX members were involved, we have tried to give as
complete an account as possible, warts and all, of how the experiments worked.
A database was made of the results of the study, and an account is given of the information it holds on different aspects
of dictionary use: the various steps in the process of consulting a dictionary, the type of information commonly sought, the
choice between a bilingual and a monolingual dictionary, the outcome of the searches, strategies employed when a search failed,
etc. It is argued that studies such as this one produce essential information both for lexicographers and for language teachers.
Much has been written about the role of grammar in the dictionary, and in particular the place and the nature of grammatical
information in learners' dictionaries have been extensively debated. However, most of the debate has been about the completeness
and the consistency of the grammatical information provided; very little has been said about the usefulness or the usability
of the various systems that can be found in learners' dictionaries. After a brief Introduction, Part 2 of this paper discusses
the evolution of the grammatical indications that are provided for verbs. The third part of the paper contains the report
of an experimental investigation into the use foreign learners make of the grammatical information in three learners' dictionaries.
Subtítulo de la cubierta: The living dictionary Reimpresión en 2005, 2006