Dictionary Use in Foreign Language Writing Exams

Impact and implications

| Unitec New Zealand / The University of Auckland
HardboundAvailable
ISBN 9789027219831 | EUR 105.00 | USD 158.00
 
e-Book
ISBN 9789027290571 | EUR 105.00 | USD 158.00
 
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
Table of Contents
Preface
vii–x
Acknowledgments
xi–xii
List of key acronyms
xiii
1. What is the problem with dictionaries?
1–11
2. On dictionaries and writing
13–36
3. Does the dictionary really make a difference?
37–63
4. How do test takers use dictionaries?
65–93
5. When the dictionary becomes a liability
95–124
6. What do the test takers think of having a dictionary?
125–146
7. Some more test taker perspectives
147–168
8. Having a dictionary in writing exams – is it useful and is it fair?
169–185
9. Maximizing the opportunity and minimizing the liability
187–202
References
203–209
Appendix 1
211–212
Appendix 2
213–215
Appendix 3
217–220
Appendix 4
221–225
Index
227–228
“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.”
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.”
Cited by

Cited by 15 other publications

Campoy-Cubillo, Mari Carmen
2015. Assessing dictionary skills. Lexicography 2:1  pp. 119 ff. Crossref logo
CELEN, Kiymet Merve & Şebnem YALÇIN
2021. THE EFFECTS OF VOCABULARY RESOURCE USE ON LEXICAL RICHNESS IN L2 WRITING. Milli Eğitim Dergisi Crossref logo
East, Martin
2013.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
East, Martin
2015. Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reform. Language Testing 32:1  pp. 101 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 1 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 25 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 77 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 189 ff. Crossref logo
Egido Vicente, María
2021. Dictionaries in German and Spanish primary education curricula: A comparative study. International Journal of Lexicography Crossref logo
Lefkos, Ioannis & Maria Mitsiaki
2021.  In Research on E-Learning and ICT in Education,  pp. 197 ff. Crossref logo
Lew, Robert
2016. Can a Dictionary Help you Write Better? A User Study of an Active Bilingual Dictionary for Polish Learners of English. International Journal of Lexicography 29:3  pp. 353 ff. Crossref logo
Mandalios, Jane
2013. Power and pedagogy in ELT: Native-speaker teachers and the case of bilingual dictionaries and L1. International Journal of Applied Linguistics 23:2  pp. 202 ff. Crossref logo
Nesi, Hilary
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Oh, Saerhim
2020. Second Language Learners’ Use of Writing Resources in Writing Assessment. Language Assessment Quarterly 17:1  pp. 60 ff. Crossref logo
Sun, Peijian Paul
2020.  In Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance,  pp. 31 ff. Crossref logo

This list is based on CrossRef data as of 12 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2008010429 | Marc record