Lexicography : Journal of ASIALEX
Lexicography : Journal of ASIALEX
- Germany : Springer, 2015
- 119 pages : illustrations ; 24 cm.
- Lexicography : Journal of ASIALEX, Volume 2, Issue 1, December 2015. .
Includes bibliographical references.
A study of Chinese medical students as dictionary users and potential users for an online medical termfinder -- The impact of E-dictionary strategy training on EFL class -- A course in dictionary use for Korean EFL teachers -- Developing a dictionary culture through integrated dictionary pedagogy in the outer texts of South African school dictionaries: the case of Oxford Bilingual School Dictionary: IsiXhosa and English -- Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and the development of L2 learners' dictionary skills -- Assessing dictionary skills.
[Article Title : A study of Chinese medical students as dictionary users and potential users for an online medical termfinder / Jun Ding, p. 5-34] Abstract : This paper examines the dictionary use of Chinese medical students as ESP learners and their trial experience with the online Health Termfinder (HTF), a specialized dictionary tool for medical terms. Empirical data were collected first from a survey among a group of medical students at Fudan University on their previous dictionary-use behaviors and initial response to the introduction to the HTF and its bilingualization, and second from an assignment of using the bilingualized HTF for reading comprehension with the same group of students. The survey findings reveal that the medical students in general are aware of the importance of dictionaries in their ESP learning in spite of the alarming fact that the majority of them have not even used any English medical dictionaries (monolingual or bilingual). They are thus quite open to the idea of using an online termbank of specialized medical terms. But the HTF assignment findings also show that proper guidance and training is necessary for the termbank to be made actually useful for the lexical needs of Chinese ESP learners. It is also expected that the students' feedback on their HTF experience, especially their demand for the termbank to include more cross-disciplinary medical terms, could be taken into consideration by the HTF builders.;[Article Title : The impact of E-dictionary strategy training on EFL class / Toshiko Koyama, p. 35-44] Abstract : The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109-119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants' attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study.;[Article Title : A course in dictionary use for Korean EFL teachers / Susanna Bae, p. 45-70] Abstract : This study examines knowledge needs for dictionary reference skills among Korean teachers of English within the context of a 12-h in-service teacher-training course in dictionary use. As an integral part of the curriculum development project, the study looked into various aspects of English teachers' dictionary training needs, mainly by means of multiple survey instruments (i.e., before- and after-training questionnaires) and the qualitative analysis of the teachers' during-course comments throughout multiple phases of the training process. The trainee-teachers' spontaneous questions regarding dictionary use as well as their during-training feedback provided particularly useful information about the skills that should be focused on to meet the perceived training needs of current Korean teachers of English. The study has identified a clear need for typological and functional knowledge about the various dictionaries available, for informed dictionary choices, and for skills to exploit electronic dictionary functions. Most of the perceived needs were found to be related to across-dictionary skills, rather than skills specific to a particular dictionary. From this study, it was also found that explicit skill training can be a very effective mode of teaching for specific user-groups such as non-native teachers of English.;[Article Title : Developing a dictionary culture through integrated dictionary pedagogy in the outer texts of South African school dictionaries: the case of Oxford Bilingual School Dictionary: IsiXhosa and English / Dion Nkomo, p. 71-100] Abstract : The challenges posed by a poor societal dictionary culture and an inability of school curricula or teachers to integrate dictionary pedagogy in the everyday teaching and learning activities compel lexicographers to integrate dictionary pedagogy in the outer texts of school dictionaries. This is done through design features that encourage learners to appreciate the educational value of dictionaries while facilitating efficient and optimum use of the dictionaries. This article discusses the state of societal dictionary culture and dictionary pedagogy in South Africa. In spite of the acknowledged poor dictionary culture, it is shown that the school curriculum provides sufficient space for dictionary use as part of everyday teaching and learning as well as the nurturing of dictionary skills. Without delving deeper into how teachers respond to these educational policy provisions on dictionaries, which warrants a separate comprehensive study, the article demonstrates how the recently published Oxford Bilingual School Dictionary: IsiXhosa and English (De Schryver et al. 2014), typifies school dictionaries in which lexicographers go beyond addressing learners' educational needs regarding language and other school subjects to integrate dictionary pedagogy that may prove beneficial in the long-term development of dictionary skills and dictionary culture. This is particularly evident in the study of selected outer texts. However, the success of these endeavours depends on whether the target users use dictionaries in the first place, which still makes the role of teachers indispensable.;[Article Title : Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and the development of L2 learners' dictionary skills / Joanna Szerszunowicz, p. 101-118] Abstract : The paper discusses the integration of presenting theoretical linguo-cultural knowledge and developing dictionary skills in advanced students of a foreign language. The proposed approach allows showing students the interdisciplinary character of various issues, one of which is cross-linguistic lacunarity. It is given as an example of a phenomenon, whose introduction can be combined with the development of students' dictionary use abilities. Lacunarity consists in the lack of some source language elements in the target language. Two main kinds of lacunae are distinguished: linguistic and referential ones. The focal issue of the paper is how the information on the lacunary character of words can be presented to advanced students of English as a foreign language, in this paper Polish learners, so that they could consider the phenomenon in terms of bilingual lexicography: first, becoming aware of the specifics of their description; second, practising their dictionary skills by analysing entries for selected lacunary lexical and phraseological units; third, combining the information and skills in doing creative tasks, related to lacunarity and its bilingual lexicographic descriptions. Furthermore, additional activities are proposed for revising the acquired knowledge on lacunarity and advancing dictionary use. Offering students tasks, which require them to adopt a different perspective, aims to increase their involvement in the learning process and to foster their autonomy as learners. Encouraging learners to reflect on lacunae and their lexicographic description is expected to familiarize them with the phenomenon and simultaneously to develop their dictionary skills by doing especially designed activities.;[Article Title : Assessing dictionary skills / Mari Carmen Campoy-Cubillo, p. 119-141] Abstract : This article discusses the role of dictionary skills in language learning as part of professional reference skills and as life-long language learning skills. It advocates for the integration of these skills in the language teaching and assessment cycle in a systematic way. Drawing on Nesi's (Dictionaries in language learning. Recommendations, national reports, and thematic reports from the TNP sub-project 9: dictionaries, 1999) and Lew's (Electronic lexicography in the 21st century: thinking outside the paper, 2013a) stages of dictionary use skills, it suggests that assessing dictionary skills is necessary if we want to study and analyze these skills in dictionary users under a common framework. Research on the use of dictionary skills in different countries and under several situations as well as responding to different reference needs can only be systematized if dictionary skill assessment is carried out under the same general assessment criteria. Several dimensions for assessing dictionary skills are considered.
2197-4292
LEXICOGRAPHY
Includes bibliographical references.
A study of Chinese medical students as dictionary users and potential users for an online medical termfinder -- The impact of E-dictionary strategy training on EFL class -- A course in dictionary use for Korean EFL teachers -- Developing a dictionary culture through integrated dictionary pedagogy in the outer texts of South African school dictionaries: the case of Oxford Bilingual School Dictionary: IsiXhosa and English -- Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and the development of L2 learners' dictionary skills -- Assessing dictionary skills.
[Article Title : A study of Chinese medical students as dictionary users and potential users for an online medical termfinder / Jun Ding, p. 5-34] Abstract : This paper examines the dictionary use of Chinese medical students as ESP learners and their trial experience with the online Health Termfinder (HTF), a specialized dictionary tool for medical terms. Empirical data were collected first from a survey among a group of medical students at Fudan University on their previous dictionary-use behaviors and initial response to the introduction to the HTF and its bilingualization, and second from an assignment of using the bilingualized HTF for reading comprehension with the same group of students. The survey findings reveal that the medical students in general are aware of the importance of dictionaries in their ESP learning in spite of the alarming fact that the majority of them have not even used any English medical dictionaries (monolingual or bilingual). They are thus quite open to the idea of using an online termbank of specialized medical terms. But the HTF assignment findings also show that proper guidance and training is necessary for the termbank to be made actually useful for the lexical needs of Chinese ESP learners. It is also expected that the students' feedback on their HTF experience, especially their demand for the termbank to include more cross-disciplinary medical terms, could be taken into consideration by the HTF builders.;[Article Title : The impact of E-dictionary strategy training on EFL class / Toshiko Koyama, p. 35-44] Abstract : The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109-119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants' attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the non-English majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study.;[Article Title : A course in dictionary use for Korean EFL teachers / Susanna Bae, p. 45-70] Abstract : This study examines knowledge needs for dictionary reference skills among Korean teachers of English within the context of a 12-h in-service teacher-training course in dictionary use. As an integral part of the curriculum development project, the study looked into various aspects of English teachers' dictionary training needs, mainly by means of multiple survey instruments (i.e., before- and after-training questionnaires) and the qualitative analysis of the teachers' during-course comments throughout multiple phases of the training process. The trainee-teachers' spontaneous questions regarding dictionary use as well as their during-training feedback provided particularly useful information about the skills that should be focused on to meet the perceived training needs of current Korean teachers of English. The study has identified a clear need for typological and functional knowledge about the various dictionaries available, for informed dictionary choices, and for skills to exploit electronic dictionary functions. Most of the perceived needs were found to be related to across-dictionary skills, rather than skills specific to a particular dictionary. From this study, it was also found that explicit skill training can be a very effective mode of teaching for specific user-groups such as non-native teachers of English.;[Article Title : Developing a dictionary culture through integrated dictionary pedagogy in the outer texts of South African school dictionaries: the case of Oxford Bilingual School Dictionary: IsiXhosa and English / Dion Nkomo, p. 71-100] Abstract : The challenges posed by a poor societal dictionary culture and an inability of school curricula or teachers to integrate dictionary pedagogy in the everyday teaching and learning activities compel lexicographers to integrate dictionary pedagogy in the outer texts of school dictionaries. This is done through design features that encourage learners to appreciate the educational value of dictionaries while facilitating efficient and optimum use of the dictionaries. This article discusses the state of societal dictionary culture and dictionary pedagogy in South Africa. In spite of the acknowledged poor dictionary culture, it is shown that the school curriculum provides sufficient space for dictionary use as part of everyday teaching and learning as well as the nurturing of dictionary skills. Without delving deeper into how teachers respond to these educational policy provisions on dictionaries, which warrants a separate comprehensive study, the article demonstrates how the recently published Oxford Bilingual School Dictionary: IsiXhosa and English (De Schryver et al. 2014), typifies school dictionaries in which lexicographers go beyond addressing learners' educational needs regarding language and other school subjects to integrate dictionary pedagogy that may prove beneficial in the long-term development of dictionary skills and dictionary culture. This is particularly evident in the study of selected outer texts. However, the success of these endeavours depends on whether the target users use dictionaries in the first place, which still makes the role of teachers indispensable.;[Article Title : Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and the development of L2 learners' dictionary skills / Joanna Szerszunowicz, p. 101-118] Abstract : The paper discusses the integration of presenting theoretical linguo-cultural knowledge and developing dictionary skills in advanced students of a foreign language. The proposed approach allows showing students the interdisciplinary character of various issues, one of which is cross-linguistic lacunarity. It is given as an example of a phenomenon, whose introduction can be combined with the development of students' dictionary use abilities. Lacunarity consists in the lack of some source language elements in the target language. Two main kinds of lacunae are distinguished: linguistic and referential ones. The focal issue of the paper is how the information on the lacunary character of words can be presented to advanced students of English as a foreign language, in this paper Polish learners, so that they could consider the phenomenon in terms of bilingual lexicography: first, becoming aware of the specifics of their description; second, practising their dictionary skills by analysing entries for selected lacunary lexical and phraseological units; third, combining the information and skills in doing creative tasks, related to lacunarity and its bilingual lexicographic descriptions. Furthermore, additional activities are proposed for revising the acquired knowledge on lacunarity and advancing dictionary use. Offering students tasks, which require them to adopt a different perspective, aims to increase their involvement in the learning process and to foster their autonomy as learners. Encouraging learners to reflect on lacunae and their lexicographic description is expected to familiarize them with the phenomenon and simultaneously to develop their dictionary skills by doing especially designed activities.;[Article Title : Assessing dictionary skills / Mari Carmen Campoy-Cubillo, p. 119-141] Abstract : This article discusses the role of dictionary skills in language learning as part of professional reference skills and as life-long language learning skills. It advocates for the integration of these skills in the language teaching and assessment cycle in a systematic way. Drawing on Nesi's (Dictionaries in language learning. Recommendations, national reports, and thematic reports from the TNP sub-project 9: dictionaries, 1999) and Lew's (Electronic lexicography in the 21st century: thinking outside the paper, 2013a) stages of dictionary use skills, it suggests that assessing dictionary skills is necessary if we want to study and analyze these skills in dictionary users under a common framework. Research on the use of dictionary skills in different countries and under several situations as well as responding to different reference needs can only be systematized if dictionary skill assessment is carried out under the same general assessment criteria. Several dimensions for assessing dictionary skills are considered.
2197-4292
LEXICOGRAPHY