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20230721T101520230721T1800Europe/Amsterdam[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global worldHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Les dictionnaires sont-ils obsolètes au vu des corpus ? Les résultats encourageants d’une expérience didactique internationale
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world10:20 AM - 10:45 AM (Europe/Amsterdam) 2023/07/21 08:20:00 UTC - 2024/07/21 08:45:00 UTC
Basing our observations on a survey on the use of corpora in translation practice that we conducted with two groups of lexicography students in France and Italy, and on our research experience in lexicography and corpus linguistics, we will speak out in favour of dictionaries to defend their added value at a moment in history when their survival is endangered. Since the birth of lexicography, the task of the lexicographer, a language specialist, has been to arrange in a dictionary entry the linguistic information necessary to guide the user in understanding a lexical unit in all its facets. Today, this prior fine analysis of linguistic data is left to the concordancer user who is not always adequately trained to perform this complex task. If we think of the progress made in the history of French lexicography (from Littré to Petit Robert via Hatzfeld and Darmester), can we argue that a real (r)evolution in lexicography has taken place following the advent of computational linguistics? We will show that the fine analysis provided by good dictionaries will never be able to compete with corpora and that the latter will not challenge the survival of dictionaries.
Une multitude d'études se penchent aujourd'hui sur les atouts des corpus pour compléter les informations lacunaires données par les dictionnaires (Loock 2016). Nous ferons état d'une expérience menée auprès de deux groupes d'étudiants en lexicographie, issus de formations distinctes en France et en Italie: le Master LTTAC (Lexicographie, Terminographie, Traitement Automatique des Corpus) de l'Université de Lille et le Master international LSC (Language, Society & Communication) de l'Université de Bologne. Le cours proposé à ces deux formations a pour objectif de fournir les outils théoriques et pratiques fondamentaux pour l'analyse linguistique en français menée à l'aide de supports informatiques. Cette approche appliquée à l'étude de la linguistique est sous-tendue par une réflexion sur la formation des "nouvelles" compétences requises dans les métiers de la communication multilingue (rédacteur, traducteur, lexicographe, terminologue, linguiste computationnel, etc.) Les étudiants, à qui nous avons demandé de tester des ressources lexicographiques traditionnelles (dictionnaires de langue, bilingues, terminologiques) et des technologies pour la traduction (corpus électroniques, traducteurs automatiques, concordanciers) pour traduire des textes français sur l'art, n'ont pas jugé l'exploration des corpus comme indispensable au regard des informations déjà repérées dans les dictionnaires. Ces corpus, sans doute utiles pour vérifier la fréquence d'emploi des termes spécialisés et pour détecter les collocations les plus récurrentes et pertinentes, ne sont pas toujours ciblés pour la tâche accomplie. Les étudiants interrogés ont relevé que les dictionnaires contiennent sûrement moins de contextualisations que les corpus, mais que celles qui sont présentes ont été triées par des experts, les lexicographes, possédant des compétences pour réaliser une analyse linguistique fine, alors que les données de corpus sous forme brute s'avèrent indigestes et difficiles à interpréter. En appuyant nos observations sur les résultats de cette enquête et sur notre expérience de recherche en lexicographie et en linguistique de corpus, nous nous prononcerons en faveur des dictionnaires pour défendre leur valeur ajoutée à un moment de l'histoire où leur survie est mise en danger. Depuis la naissance de la lexicographie, la tâche du lexicographe, un spécialiste de la langue, est de condenser et d'agencer dans une entrée de dictionnaire les informations linguistiques nécessaires pour guider l'utilisateur dans la compréhension d'une unité lexicale sous toutes ses facettes. Aujourd'hui cette analyse fine préalable de données linguistiques est léguée à l'utilisateur du concordancier qui n'est pas toujours préparé ni formé convenablement pour accomplir cette tâche complexe. Autrement dit, en demandant à l'utilisateur d'analyser toutes les concordances, au lieu d'accélérer et de faciliter sa tâche, on lui donne du travail supplémentaire qui était auparavant effectué par le lexicographe professionnel. Si l'on pense aux progrès accomplis dans l'histoire de la lexicographie française (du Littré au Petit Robert en passant par Hatzfeld et Darmester), peut-on soutenir qu'une véritable (r)évolution en lexicographie s'est affirmée à la suite de l'avènement de la linguistique informatique ? Nous montrerons que l'analyse fine donnée par des dictionnaires, de bons dictionnaires bien entendu, ne pourra jamais rivaliser avec des corpus et que ces derniers ne pourront pas mettre en question la survie de ces mêmes dictionnaires.
Presenters Valeria.zotti Zotti Associate Professor, Alma Mater Sudiorum - Università Di Bologna
Challenging a multilingual glossary in a teacher education environment
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world10:45 AM - 11:10 AM (Europe/Amsterdam) 2023/07/21 08:45:00 UTC - 2024/07/21 09:10:00 UTC
Studies on dictionary use have been gaining ground over the last three decades, but while dictionary use has moved dynamically into the digital medium, user research on digital dictionaries has been somewhat slow (Lew, 2015: 1). Promoting successful communication a multilingual teaching and learning environment in the higher education sector entails more than providing a digital glossary to users. Such a digital glossary, in this case a mobile glossary, is freely available to students, but does not necessarily provide satisfactory solutions for challenges in the multilingual and digital environment. A multilingual glossary could only be beneficial if it forms part of the academic repertoire, of students and lecturers. A programme was thus designed to integrate the language resource in the teaching and learning framework of a faculty of education in South Africa. The faculty needs to adhere to the language policy of the university, but also to the language requirements of the undergraduate teaching programme. According to The Minimum Requirements for Teacher Education Qualifications (MRTEQ 2015:24) all teachers who successfully complete an initial professional qualification should be proficient in the use of at least one official South African language as a language of learning and teaching (LoLT), and partially proficient (i.e. sufficient for purposes of basic conversation) in at least one other official African language, or in South African Sign Language, as language of conversational competence (LoCC). If the LoLT is English or Afrikaans, then the LoCC must be an African Language or South African Sign Language. Research questions to be answered in the paper are: How can a mobile glossary be integrated in teaching and learning in a faculty of education? What change occurred with the integrated teaching of the glossary? The process of integration is described regarding the methodology used in the process, the number of participants in the process, as well as the results of the process. Preliminary results show a significant increase in participants' content area vocabulary, as well as knowledge of terminology in the second language. Rapid technological and socio-cultural change is at odds with the more leisurely pace of evolving mobile lexicography. Integration of mobile glossaries can open new possibilities in language teaching and learning.
Bibliography Lew,R. 2015. Research into the use of online dictionaries. International Journal of Lexicography: 1-22. Department of Higher Education and Training. 2011.The Minimum Requirements for Teacher Education Qualifications.
Online Machine Translation in Teaching Romance Languages for Business Communication
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world11:10 AM - 11:35 AM (Europe/Amsterdam) 2023/07/21 09:10:00 UTC - 2024/07/21 09:35:00 UTC
Recent studies in the use of lexicographic devices for language learning and teaching have shown that, especially since the introduction of neural networks, online machine translation programmes are replacing more traditional forms of dictionaries or lexicographic resources which allow users to overcome linguistic problems in production and reception (Kölbl, Pérez Cañizares, und Schnitzer 2021). At the Vienna University of Economics and Business, we conducted a survey as well as a performance test looking into the use of online machine translation by our students. The goal of our project was to find out which programmes the students find particularly helpful, how they are dealing with the different programmes, and how they judge the quality of the programmes' outputs. In our presentation, we would like to address the results of our study, but even more importantly, we draw conclusions for our teaching routines. How can we as teachers guide our students in the use of these programmes? What are the flaws of the programmes and how can we address them productively during our classes? Our focus lies on business language classes at an intermediate level (B1-B2) in the three Romance languages French, Italian and Spanish. Students report making use of online machine translation particularly for short structures rather than for whole texts. They also report context-sensitive results and wish for better support and inclusion of how to use the programmes in class. In addition, they still like using online dictionaries whereas traditional dictionaries in print are used very rarely. Our results seem to emphasize the need of addressing the use and handling of these programmes in class. It would be wrong to assume that university students know how to deal with them anyway. These findings also confirm the results of other studies (Jolley und Maimone 2022), especially the fact that we should use machine translation programmes as a "potentially valuable language learning tool" rather than prohibiting their use (Briggs 2018, 4). We also follow Ducar and Schocket's call for integration of the tools in our teaching and for the inclusion of them into research practices (Ducar und Schocket 2018).
Briggs, Neil. 2018. „Neural machine translation tools in the language learning classroom: Students' use, perceptions, and analyses". JALT CALL Journal Vol. 14, No.1, 3–24. Ducar, Cynthia, und Deborah Houk Schocket. 2018. „Machine Translation and the L2 Classroom: Pedagogical Solutions for Making Peace with Google Translate". Foreign Language Annals 51 (4): 779–95. Jolley, Jason R, und Luciane Maimone. 2022. „Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature". L2 Journal 14 (1). Kölbl, Elisabeth, Pilar Pérez Cañizares, und Johannes Schnitzer. 2021. „Avances tecnológicos en las herramientas lexicográficas y sus repercusiones en la enseñanza del Español de los Negocios". Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas 15 (31): 161–78. https://doi.org/10.26378/rnlael1531464.
A Lexicographical-Pedagogical Framework for Using AI Text Generators in Foreign Language Classes
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world11:35 AM - 12:00 Noon (Europe/Amsterdam) 2023/07/21 09:35:00 UTC - 2024/07/21 10:00:00 UTC
Abstract Several disciplines are being significantly impacted by different types of AI technologies. One of these disciplines is foreign language teaching and in particular teaching students L2 text production, Simonsen (2021). This article discusses how teachers can use AI Text Generators (ATGs) in foreign language classes with a particular focus on L2 text production, Simonsen (2021). In this article, ATGs are seen as language technological resources. The article is based on insights from an empirical study investigating how students and professionals work with a selected ATG and what potential they see ATGs might have in a pedagogical context. The seventy test subjects first worked with a specific ATG conducting three writing operations and afterwards they participated in an online questionnaire with questions about the potential use of ATGs in teaching and learning. Finally, the data were thematically analysed by means of the qualitative statistical analysis tool NVIVO. The data seem to suggest that ATGs indeed can be used as a powerful resource in foreign language classes. Most of the test subjects in fact found that the ATG in question was easy to use when producing texts, but the data also suggest that the test subjects found the quality of the ATG-generated content to be below standard and that they had to perform several editing operations before, during and after the automatic text generation. The data also seem to indicate that ATGs can be used as powerful text production facilitators and that they may even help students overcome writer's block, help them structure, and develop written assignments. Based on these insights, the article presents a lexicographical-pedagogical framework for using ATGs in L2 text production building on Leroyer & Simonsen (2018), Simonsen (2021), Simonsen (2022) and Simonsen & Viberg (2022). The framework uses a Backward-Design approach, Wiggins et al. (1998) and presents a lexicographical-pedagogical framework, which aligns specific learning outcomes with specific learning activities using specially selected lexicographical data generated by specific text production operations by the ATG. All this of course raises several concerns and important ethical, pedagogical, and didactical questions, which will require educators to rethink how they teach, assess, and use technology, Sharples (2022).
Select Bibliography: Leroyer, Patrick & Simonsen, Henrik Køhler (2018): When Learners Produce Specialized L2 Texts: Specialized Lexicography between Communication and Knowledge. In: Proceedings of XVIII EURALEX International Congress. Sharples, Mike (2022): New AI tools that can write student essays require educators to rethink teaching and assessment. In: https://blogs.lse.ac.uk/impactofsocialsciences/2022/05/17/new-ai-tools-that-can-write-student-essays-require-educators-to-rethink-teaching-and-assessment/ [Accessed 18 June 2022]. Simonsen, Henrik Køhler (2021) : AI Writers in Language Learning. In: 2021 International Conference on Advanced Learning Technologies, 238-240. https://ieeexplore.ieee.org/document/9499836/ [Accessed 18 June 2022]. Simonsen, Henrik Køhler (2022): AI Text Generators and Text Producers. In: 2022 International Conference on Advanced Learning Technologies [Forthcoming]. Simonsen, Henrik Køhler & Olga Viberg (2022): Supporting Second Language Learners through SKANDIBOT: A Lexicographical Design Approach. In: 2022 International Conference on Advanced Learning Technologies [Forthcoming]. Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.
Presenters Henrik Køhler Simonsen External Lecturer, PhD, MA, MBA, Copenhagen Business School
Integrating frame semantic resources into EFL instruction
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world12:00 Noon - 12:25 PM (Europe/Amsterdam) 2023/07/21 10:00:00 UTC - 2024/07/21 10:25:00 UTC
The paper reports on a study that puts a frame-inspired task-based approach to metaphor teaching into practice and investigates how lexicographic resources like FrameNet and MetaNet, which go beyond the scope of conventional dictionaries, can be integrated into EFL teaching and be of practical use to EFL learners. Frame Semantics, a cognitive linguistic theory that takes a usage-based view of meaning, ties in with Task-Based Language Teaching, which emphasizes second/foreign language learning through interactionally authentic language use. Based on the observation that the two frameworks are compatible with each other, the process of developing frame-inspired task-based lesson plans for teaching metaphor has been outlined in Dalpanagioti (2021). The aim of designing teaching materials along these lines is to help EFL learners capture the conceptual, phraseological and functional aspects of figurative language, thus developing their metaphoric competence in L2. To explore the effectiveness of the frame-inspired task-based approach to metaphor teaching, which is highly dependent on FrameNet and MetaNet, we have designed a pilot study in the context of an EFL course for first year students (of B2+/C1 CEFR level) at the School of English Language and Literature, Aristotle University of Thessaloniki, Greece. Previous teaching experience in this course, which focuses on the descriptive/ narrative genre, has shown that, although metaphors run through the reading materials used in the course, students' use of metaphors in their own productions is limited. After exposing a group of students (about 20) to the frame-inspired task-based approach to metaphor teaching and training them in using frame semantic lexicographic resources, we will analyse students' essays (about 40) in terms of linguistic metaphors by applying MIPVU (Steen et al., 2010). Findings regarding the extent and function of metaphor use will be compared with students' essays collected within the same course setting in previous academic years, during which the same topics were introduced by the same instructor but not through the proposed approach and resources. Students' perceptions and attitudes towards the use of lexicographic resources will also be reported. This research is conducted under the ASHDRA award scheme (A.S. Hornby Dictionary Research Awards 2022).
References Dalpanagioti, Th. (2021). A frame-inspired task-based approach to metaphor teaching. Lexis [Online] 18. Special Issue: Lexical Learning and Teaching. DOI: https://doi.org/10.4000/lexis.5839 FrameNet. https://framenet.icsi.berkeley.edu/fndrupal. Accessed 29 October 2022. MetaNet. https://metanet.icsi.berkeley.edu/metanet. Accessed 29 October 2022. Steen, G. J., Dorst, A. G., Herrmann, J. B., Kaal, A. A., Krennmayr, T., & Pasma, T. (2010). A method for linguistic metaphor identification: From MIP to MIPVU. Amsterdam: John Benjamins.
Presenters Thomai Dalpanagioti Laboratory Teaching Fellow (PhD, MA), Aristotle University Of Thessaloniki
Redesigning English and German thesauri for language production: a project (A reconnaissance of the efficiency of English and German thesauri for writing production)
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world12:25 PM - 12:50 PM (Europe/Amsterdam) 2023/07/21 10:25:00 UTC - 2024/07/21 10:50:00 UTC
Synonymy has been discussed at length by lexicology (Bellmann 1968; Harras 2001). The avoidance of repetition and the use of appropriate words in contexts is one of the pillars of textual cohesion. In lexicography, synonymy has been investigated (see Wiegand 1976, Viehweger 1982), but has mainly focused on the readers' perspective to facilitate comprehension, rather than on the writers' for language production (Zock et al. 2010). This has led lexicographers to concentrate more on the addition of words to lists rather than to improve the thesauri's structure and the organization of the entries, rendering them unfriendly tools for production purposes (Chon 2009; Storjohann 2006), thus creating problems for users having to choose synonyms (Murphy 2013; Storjohann 2006). That said, native and non-native learners turn to thesauri for writing purposes anyway (Kipfer 1987; Siegel's 2007; Müller Spitzer et al. 2018). It is the aim of this paper to begin to investigate how German and English thesauri might be redesigned to become better tools for production purposes. This will be done through a series of theoretical and empirical researches based on the use of the current tools available. The first of these, as represented by this paper, will focus on testing the user-friendliness of a series of paper and electronic thesauri by administering a series of synonym-finding exercises to first-year master's students of English and German. The findings of this first step in the research project will be twofold: to understand whether there are thesauri that are already better designed than others and what lexicographical aspects need addressing to improve the tools that are not as efficient.
References
Bellmann, G. 1969. 'Zur Abgrenzung und Terminologie bedeutungsgleicher und bedeutungsverwandter lexikalischer Einheiten', Zeitschrift für Mundartforschung. 35. Jahrg., H. 3/4 (Dec., 1968): 218–233.
Chon, Y. V. 2009. 'The Electronic Dictionary for Writing: A Solution or a Problem?'. International Journal of Lexicography, 22.1: 23–54.
Harras, G. 2001. 'Synonymie und Synonymik'. In: Harras/Gisela (Hrsg.), Kommunikationsverben. Konzeptuelle Ordnung und semantische Repräsentation. Tübingen: Narr, 131–193.
Kipfer, B. A. 1987. 'Dictionaries and the Intermediate Student: Communicative Needs and the Development of User Reference Skills'. In Anthony P. Cowie (ed.), The Dictionary and the Language Learner. Tubingen: Niemeyer, 44–54.
Müller-Spitzer, C. et al. 2018. ‚Eine europaweite Umfrage zu Wörterbuchbenutzung und -kultur. Ergebnisse der deutschen Teilnehmenden'. Sprachreport, Heft 2/2018, 34. Jahrgang: 26–35.
Murphy, Lynne M. 2013. 'What we talk about when we talk about synonyms (and what it can tell us about thesauruses)'. International Journal of Lexicography. Vol. 26 No. 3: 279–304
Siegel, M. E. A. 2007. 'What Do You Do with a Dictionary: A Study of Undergraduate Dictionary Use'. Dictionaries, 28: 23–47.
Viehweger, D. 1982. ‚Semantiktheorie und praktische Lexikographie'. Zeitschrift für Germanistik. Vol. 3, N.2: 143–155.JSTOR, http://www.jstor.org/stable/23974871. Accessed 7 Jul. 2022.
Wiegand, H.E. 1976. Synonymie und ihre Bedeutung in der einsprachigen Lexikographie. In: Jahrbuch 1975 des Instituts für deutsche Sprache: Probleme der Lexikologie und Lexikographie. Düsseldorf. 118–180.
Zock, M., O. Ferret and D. Schwab. 2010. 'Deliberate word Access: An Intuition, a Roadmap and Some Preliminary Empirical Results'. International Journal of Speech Technology, 13: 201–218.
Developing illustrative “can do” descriptors for L2 dictionary use
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world03:00 PM - 03:25 PM (Europe/Amsterdam) 2023/07/21 13:00:00 UTC - 2024/07/21 13:25:00 UTC
Dictionary use is one of the most basic strategies for promoting autonomous learning in foreign language learning. Japan is one of the most developed countries for English learner's dictionaries and has produced many user-friendly dictionaries in the field of paper and electronic dictionaries (cf. Cowie, 1999). The beauty of those pedagogical dictionaries was how to select the essential information for the target users and to provide in a limited space in a printed dictionary. With the recent development of online dictionaries, however, the space limitation is not a problem any more, and the type and amount of lexicographical information that was once clearly defined with a particular group of users in mind has been becoming increasingly less clear, and less proficient learners can only search for information superficially, not knowing what type of information is available and should be selected for solving lexical or grammatical problems they face in reception and production in L2.
User research on English dictionaries in the past was carried out extensively with paper-based dictionaries for very strong pedagogical perspectives in mind (Tono, 2001), but the subsequent research on online dictionaries has tended to emphasise the effectiveness of online dictionaries, with little reference to the types of dictionary information and search skills required at different levels.
For the last two decades, foreign language education has been strongly influenced by the Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001; 2020). The setting of learning objectives and the development of teaching materials and language tests has been made based on the "can do" descriptors. The CEFR descriptors contain many aspects of communication strategies, but very little is written on the use of reference materials as learning strategies. On the other hand, some references to dictionary use in reading and writing skills are fragmentally made in the descriptors.
The present study proposes a set of "can do" descriptors by CEFR levels, based on the knowledge and retrieval skills that dictionary users should have, drawing on previous major surveys (cf. Müller-Spitzer, Koplenig & Töpel, 2012; Dziemianko, 2012; Lew, 2012; Töpel, 2014). The development of "can do" descriptors for dictionary use hopes to improve systematic redesign of dictionary interfaces and raise awareness of the search skills required for dictionary skills training, online dictionary searching, etc. In doing so, the use of online as well as paper dictionaries can focus on the types of information one needs in particular skill domains at a given level of proficiency. It is also possible that some items in the creation of descriptors will inevitably require training in paper dictionary search skills before moving onto online dictionaries. This part is related to the question of at what stage of the novice-beginner levels it is better to understand the overall structure of dictionary entries.
In the actual presentation, we would like to present a "can do" list of dictionary skills by CEFR levels and hope to contribute to further discussion on how such lists can be refined and utilised in actual teaching and learning.
References
Council of Europe, (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Council of Europe, (2020). The Companion Volume Cowie, A. P. (1999). English dictionaries for foreign learners: A history. Oxford University Press. Dziemianko, A. (2012). On the use(fulness) of paper and electronic dictionaries. In Granger & Paquot (Eds.) (2012), pp. 319-342. Granger, S. & Paquot, M. (Eds.) (2012). Electronic Lexicography. Oxford University Press. Lew, R. (2012). How can we make electronic dictionaries more effective? In Granger & Paquot (Eds.) (2012), pp. 343-378. Müller-Spitzer, C., Koplenig, A. & Töpel, A. (2012). Online dictionary use: Key findings from an empirical research project. In Granger & Paquot (Eds.) (2012), pp. 425-458. Töpel, A. (2014). Review of research into the use of electronic dictionaries. In Müller-Spitzer, C. (Ed.) Using online dictionaries. Lexicographica Series Maior 145. De Gruyter.
Presenters Yukio Tono Professor, Tokyo University Of Foreign Studies Co-authors
“Super” instruction in the use of EFL dictionaries
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world03:50 PM - 04:15 PM (Europe/Amsterdam) 2023/07/21 13:50:00 UTC - 2024/07/21 14:15:00 UTC
The teaching of dictionary use aims to bridge the gap between existing dictionary content and users' reference skills. Thus, instruction should be customized to the users' specific needs. Therefore, I propose providing the kind of teaching that compensates for deficiencies of present dictionary presentation to link the disparity between current dictionary content and the teacher's idealized content. I suggest including the following five points.
1 End-focus/end-weight Users may be puzzled by the choice between the following sentences: His death set in motion a train of events that led to the outbreak of war (OALD Online) and His death set a train of events that led to the outbreak of war in motion. Instructors would teach the former as preferred because of the end-weight principle. They could also refer to end-focus and show how both principles affect sentence structures.
2 Mandative subjunctive/putative should With reference to the following example, instructors should teach that this usage is characteristic of American English and that British English tends to use putative should: It is crucial that we get this right. (OALD Online)
3 Prepositional adverb OALD Online indicates a pattern of join in (something) in the entry for join in, without giving any examples of "join in something." Point out that "in" here is a prepositional adverb, the teacher could provide an example (e.g., He stared at them without joining in the conversation [LDOCE Online]).
4 Identification of the meaning of an element in a phrase Informed by corpora, EFL dictionaries include large numbers of set phrases. However, there are cases where the meaning of an element in a phrase is unclear. A case in point is "sights" in "set one's sights on." CALD, COBUILD, LDOCE, and OALD only provide the phrase without dealing with the sense of "sights." Instructors should teach that "sights" means 'a goal.' They can also refer to MED and MWALED, which treat the 'aim' sense of "sights."
5 DV-induced unnatural English All major EFL dictionaries have adopted defining vocabulary, for its advantages, but there are sporadic unnatural English definitions: E.g., A warthog is a wild pig with two large teeth that curve upwards at the sides of its mouth (COBUILD). Teachers should correct "teeth" as "tusk" for the students' proper vocabulary development.
These instructional practices should be shared among teachers. Furthermore, the teaching points and examples should be reported to publishers, to improve their dictionary content, akin to bottom-up lexicography.
References Yamada, Shigeru. 2010. "EFL dictionary revolution: Innovations and drawbacks." Eds. Kernerman, Ilan J. and Paul Bogaards. English Learners' Dictionaries at the DSNA 2009. Tel Aviv: K Dictionaries. 147-168. Yamada, Shigeru. 2017. "EFL Dictionaries Should Treat Meaning More Properly." The 11th International Conference of the Asian Association for Lexicography. Guangdong University of Foreign Studies, Guangzhou, China. June 10-12, 2017. Yamada, Shigeru. 2019. "Utility of EFL Dictionaries for Reading a Political Text: The Case of Obama's Farewell Address." Joint Conference of the Dictionary Society of North America and Studies in the History of the English Language. Indiana University, Bloomington, IN. May 8-11, 2019.
The use of (online) dictionaries at the interface of curricular requirements and practice
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world04:15 PM - 04:40 PM (Europe/Amsterdam) 2023/07/21 14:15:00 UTC - 2024/07/21 14:40:00 UTC
The school system of the officially multilingual Autonomous Province of Bolzano/Bozen – South Tyrol (Italy), which generally follows national regulations, nevertheless has some special features, such as separately organised school boards, one German, one Italian and one Ladin. Provision is also made for the right to first-language instruction in the three languages mentioned, as well as the obligation to teach German or Italian respectively as a second language (The New Autonomy Statute 2019/1972). English is taught as a foreign language, as it is throughout the national territory. Schools in Italy have a high degree of autonomy. Only framework guidelines describing competency goals for all school levels are set by the state. Each school, on the other hand, is responsible for designing concrete curricula based on these guidelines. The paper deals with the role of lexicographic resources in the South Tyrolean educational context against the backdrop of legal provisions (The New Autonomy Statute 2019/1972) and the "commitment" to multilingualism on the part of educational institutions (Framework Guidelines DE, Framework Guidelines IT), taking into account both normative requirements and their application in practice[1]. The focus is on two questions that have been little researched so far, not only in the specific context but also internationally (cf. Abel in print, Nied Curcio in print): To what extent are lexicographic resources represented in the school framework guidelines? How are they actually used in schools? In this context, the term "lexicografic resource" is defined very broadly, including different kinds of online lexical resources (such as translation programmes and user generated content), and, referring also to the "dictionaries of the future [as] lexical or linguistic information systems" (Villa-Vigoni-Theses 2018). For the case study presented here, the South Tyrolean framework guidelines provided by the German and the Italian school boards at all levels of education for German and Italian as first (L1) and second (L2) languages, as well as for English as a foreign language (L3) were examined by means of a document analysis (framework guidelines DE, framework guidelines IT, cf. Abel in press). In a second step, a questionnaire survey with language teachers of all school levels (German and Italian as L1/L2, English as L3; number of survey respondents: 644) determined the actual use of lexicographic resources, taking into account several dimensions, including which digital and printed resources are (not) used and for which reasons certain resources are (not) chosen (cf. Müller-Spitzer et al. 2018). In the paper, the results of the study will be synoptically presented and critically discussed. Afterwards, the participants of the workshop are invited to discuss the conclusions of the insights gained to further develop dictionary didactics, teacher training and educational policies. Bibliography [Rahmenrichtilinien DE] Rahmenrichtlinien der Schulen mit deutscher Unterrichtssprache: https://www.provinz.bz.it/bildung-sprache/didaktik-beratung/rahmenrichtlinien.asp [Rahmenrichtlinien IT] Rahmenrichtlinien der Schulen mit italienischer Unterrichtssprache: https://www.provinz.bz.it/formazione-lingue/scuola-italiana/sistema-scolastico/indicazioni-provinciali.asp Abel, Andrea (in print): Wörterbücher der Zukunft in Bildungskontexten der Gegenwart: eine Fallstudie aus dem Südtiroler Schulwesen. In: EURALEX Proceedings 2022. Das neue Autonomiestatut (2019/1972): Geschichte und Kompetenzen; das Sonderstatut für die Region Trentino-Südtirol; das Staatsgesetz Nr. 118 vom 11. März 1972. (https://www.landtag-bz.org/de/datenbanken-sammlungen/autonomiestatut.asp) Müller-Spitzer, Carolin/Ribeiro Silveira, María/Wolfer, Sascha/Kosem, Iztok/Lew, Robert (2018): Eine europaweite Umfrage zu Wörterbuchbenutzung und -kultur. Ergebnisse der deutschen Teilnehmenden. In: Sprachreport 2/2018. 26–35. Nied Curcio, Martina (in print): Dictionaries, Foreign Language Learners and Teachers. New Challenges in the Digital Era. In: EURALEX Proceedings 2022. Villa-Vigoni-Theses 2018 [English version], ed. by a committee of specialists from the fields of dic-tionary research, practical lexicography, German as a foreign language, Italian studies, translation science and empirical linguistics (DOI: https://hdl.handle.net/10863/9156) [1] The Ladin school system is not included in the study.
French/German Phraseodidactics: (Re)defining the Role of the Dictionary
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world04:40 PM - 05:05 PM (Europe/Amsterdam) 2023/07/21 14:40:00 UTC - 2024/07/21 15:05:00 UTC
French/German phraseodidactics can be defined as a discipline aiming at ways of systematic teaching of phraseological units (PU) within a contrastive framework. Focusing on French first language speakers learning German as a foreign language, we ask the question of which role dictionaries can play in the development of "phraseological competence". The definition of this concept is complex insofar as it is generally perceived as part of the overall communicative competence (see Ehrhardt 2014:1). According to the CEFR, this competence can be analyzed using a plurilingual approach based on the idea that the individual person "does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact" (CEFR 2001: Section 1.3). The CEFR's definition of communicative competence, then, combined with a plurilingual approach, provides a strong argument in favour of contrastive studies when dealing with phraseological competence. The reflections and observations developed in this contribution are based on teaching experiences of German as a foreign language mainly carried out in situations of teaching students at university and teachers in a teacher training institution, both 'non specialists'. Using dictionaries for teaching PUs is not necessarily self-evident: non-specialist students rarely ask themselves whether the type of dictionary they use is appropriate for the task. The mistakes which can be frequently observed in their productions confirm a widely shared diagnostic: their competence regarding the use of dictionaries is considered widely insufficient (see, for example, Nied Curcio 2015: 449-450). Hence, the question of how dictionaries can be used to improve phraseological competence is intimately connected to another question: which teaching strategies will have to be deployed in order to raise not just the learner's language awareness but also their dictionary awareness? One major hypothesis of the present study is that working on phraseological units with students using contrastive methods can be a particularly fruitful way to enhance both language and dictionary awareness, ultimately leading to an improvement of the competencies involved. Phraseological competence does not merely imply being able to recognize, interpret and (re)produce phraseological expressions. Thus, Ehrhardt (2014) insists on the importance of what he calls a "linguistic sense" ("Sprachgefühl", ibid.: 17) as part of the "idiomatic competence" ("idiomatische Kompetenz", ibid.) of the speaker. The current study will present the findings of a number of observations and experiences carried out in class in combination with a questionnaire and suggest a (re-)definition of the role of the dictionary in foreign language teaching as well as a critical discussion of what a modern phraseological dictionary is or could be.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Ehrhardt, C. (2014). Idiomatische Kompetenz: Phraseme und Phraseologie im DaF-Unterricht. German as a Foreign Language, 1, 1-20. Nied Curcio, M. (2015). Wörterbuchbenutzung und Wortschatzerwerb. Werden im Zeitalter des Smartphones überhaupt noch Vokabeln gelernt? Info DaF 5/ 2015 (Themenreihe "Wörterbücher für Deutsch als Fremdsprache"), 445-468.
Presenters Anja Smith Maître De Conférences, ATILF (CNRS & Université De Lorraine)
Comparison of teachers' and students' perspectives on dictionary use, knowledge, and preference during the COVID-19 pandemic
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world05:05 PM - 05:30 PM (Europe/Amsterdam) 2023/07/21 15:05:00 UTC - 2024/07/21 15:30:00 UTC
Learner's dictionaries are important resources that promote language learning for students. Students may be less familiar with learners' dictionaries in book format, despite the fact that many language teachers in Thailand preferred their students to use learners' dictionaries, especially in book format (Boonmoh, 2010). However, technology is evolving rapidly, and this is influencing how students consult dictionaries. Studies (Boonmoh 2021, Fallianda 2020) indicate that the use of online dictionaries is on the rise in numerous countries around the world. Due to the recent spread of the COVID-19 pandemic, schools and universities have adopted online instruction. For online language classes, most of the learning materials and resources will be shared online. Learners will therefore use online dictionaries rather than printed dictionaries when they encounter problems. Online learners' dictionaries will be in high demand and a necessity for students in the current period. Book-format dictionaries and online dictionaries have distinguishing characteristics, and these distinctions may impact users' lookups and their learning. Users of paper dictionaries may be able to obtain sufficient information on a term at a glance, but users of online dictionaries may need to scroll down to view further information. This might cause difficulties for certain students. Although online dictionaries can increase users' look-up frequency and decrease look-up time, this does not necessarily ensure the same level of memory of looked-up words, the success of look-ups, or the right usage of the looked-up word in writing. However, a few research on dictionary skills training have shown favorable effects on students' dictionary abilities, learning comprehension, and confidence while using dictionaries. This study will investigate EFL teachers' perspectives on whether printed or online dictionaries students should consult and how they train students in the concept of dictionary use for language learning. This study will also investigate the perspectives of students as language learners regarding their preferred dictionaries or online resources when they experience language challenges, as well as the factors by which they choose which tools to use. About 50 EFL teachers teaching foundation English courses to undergraduates from at least three public universities in Bangkok, as well as approximately 300 undergraduates, will take an online survey. The discrepancy between the types of dictionaries students choose to use and the types of dictionaries teachers urge their students to use may demonstrate the need for explicit dictionary skills training as well as how the training might be conducted. This study is anticipated to provide the current state of dictionary use in a South East Asian context, with implications that may be valuable for language teachers teaching English to English learners worldwide.
Boonmoh, A. (2021). Use of dictionaries and online tools for reading by Thai EFL learners in a naturalistic setting. Lexikos, 31, 239-258. Boonmoh, A. (2010). Teachers' Use and Knowledge of Electronic Dictionaries. ABAC Journal, 30(5), 56-74. Fallianda, F. 2020. A survey of Indonesian students' use of dictionaries. Lexikos, 30: 609-628.
Presenters Atipat Boonmoh Lecturer , King Mongkut's Of Technology Thonburi
Using Dictionaries in Teaching (and Learning) English as a Foreign Language – a Longitudinal Research Project
Oral Presentation[SYMP27] Dictionaries and their use in foreign language classes. New challenges in a multilingual, digital, and global world05:30 PM - 05:55 PM (Europe/Amsterdam) 2023/07/21 15:30:00 UTC - 2024/07/21 15:55:00 UTC
Generally, there is a huge gap between classroom learning and autonomous learning. English teachers are not available continuously, so students need to find reliable information on their own when they face difficulties related to English. That has never been truer than during the COVID-19 pandemic. Dictionaries can fill this gap if students learn how to use dictionaries properly. However, dictionary user surveys conducted from the 1960's onwards have revealed that there is a huge gap between the user and the dictionary (e.g., Barnhart 1962; Atkins & Varantola 1997) as users do not possess the reference skills required to find information in a sophisticated entry. There may be two possible ways to bridge this gap. Firstly, lexicographers strive to develop methods that match the linguistic knowledge of ordinary users and make dictionaries more user-friendly; secondly, users should also be trained to be more skilful in using dictionaries (Rundell 1999). Those findings have significantly changed the lexicographic practice and made dictionaries more user-friendly. Sadly, the same cannot be seen in the field of dictionary didactics concerned with the education of users. No extensive teaching of dictionary use is provided in schools and universities. The proposed paper demonstrates the dictionary use skills of foreign language teacher trainees as well as their attitudes towards teaching and learning reference skills in the classroom. The first section offers a historical overview of research on dictionary use and dictionary didactics in Hungary (e.g., Dringó-Horváth 2017, 2021; P. Márkus 2020). This is followed by a detailed description of the quantitative research, which aims to investigate the preferences and attitudes concerning dictionary use, dictionary consultation behaviour, and the role of dictionaries as an aid to language learning. The paper is the second step of a longitudinal study (see previous results: e.g., Dringó-Horváth – P. Márkus & Fajt 2020). In Hungary 'dictionary awareness' is generally rather low, more attention to the teaching of dictionary skills would be needed in the curricula for English language learning. In order to develop a method and improve the existing situation, the current situation must be assessed by identifying the special needs of the student and the teacher. A more distant goal is to design a core "reference skill" (= dictionary training module) module, which could be incorporated into different courses at the university (e.g., study skills, language practice, patterns of English).
Atkins, B. T. S./Varantola, K. (1997): Monitoring dictionary use. In: International Journal of Lexicography 10 (1), pp. 1–45. Barnhart, C. (1962): Problems in editing commercial monolingual dictionaries. In: Householder, F. W. – Saporta, S. (eds.) Problems in Lexicography. Bloomington: Indiana Research Centre for Language and Semiotic Studies. Dringó-Horváth, I. (2017): Digitális szótárak ‒ szótárdidaktika és szótárhasználati szokások. (Digital Dictionaries – Dictionary Didactics and Dictionary Use) In: Alkalmazott Nyelvtudomány 17 (5), pp. 1–27. http://alkalmazottnyelvtudomany.hu/wordpress/wp-content/uploads/DringoHorvath.pdf (last access: 21-03-2022). Dringó-Horváth, I./P. Márkus, K./Fajt, B. (2020): Szótárhasználati ismeretek vizsgálata német és angol szakot végzettek körében. Modern Nyelvoktatás 26:4 pp. 16–38. P. Márkus, K. (2020): A szótárhasználat jelene és jövője a közoktatásban – a nyelvoktatást szabályozó dokumentumok és segédanyagok tükrében. (Dictionary Use in Public Education – Present and Future) In: Modern Nyelvoktatás 26 (1–2), pp. 59–79. Rundell, M. 1999. 'Dictionary use in production'. International Journal of Lexicography 12.1: 35–53.
Presenters Katalin P. Markus University Associate Professor, Károli Gáspár University Of The Reformed Church In Hungary
Valeria.zotti Zotti
Henrik Køhler Simonsen
Thomai Dalpanagioti
Yukio Tono
Shigeru Yamada
Anja Smith
Atipat Boonmoh
Katalin P. Markus
