This paper presents the results of a comparative curriculum-based study conducted to analyse the way dictionaries and the development of lexicographical skills are addressed in primary education in Germany and Spain. To carry out the study, the curricula of two language subjects taught throughout the country were selected, namely First Language (German and Spanish, respectively) and First Foreign Language (English). Within the methodology framework for documentary analysis, several thematic categories will be identified inductively from explicit references located in the selected curricula that will serve as tertium comparationis. The main objective is to find out whether the curriculum regulations consider dictionaries and the development of specific skills for using them in this first stage of education as part of the process of training literacy in the first language and foreign language teaching-learning context.

The aim of this paper is to promote an explicit and active development of digital-lexicographical competence in foreign language teaching. The results of two online surveys conducted as part of the research project DICONALE-COMBIDIGILEX in connection with the teaching and learning process of German as a foreign language (= DaF) provide a comparative insight into the behaviour and attitude of both teachers and learners of DaF on the topic “Use of lexicographical resources in the process of DaF-acquisition”. The evaluation of the surveys shows, that the digital-lexicographical competences in the process of DaF-acquisition must be promoted more intensively, since the existing lexicographic offer is not optimally used for teaching purposes both on the part of the teachers and on the part of the learners. To this end, the following three main lexicographical competences will be examined from a methodological-didactic and application-oriented perspective: (i) Adequate selection of the electronic resource regarding the communicative situation, (ii) development of disambiguation strategies for reception in L2 or translation from L2 and (iii) development of strategies for production and translation into L2. This research will ultimately lead to a debate on the use of the dictionary in the digital environment in the DaF-teaching and discuss its actual influence on the learning process.Dieser Beitrag ist im Rahmen des Forschungsprojekts COMBIDIGILEX entstanden (MINECO – FEDER: FFI2015-64476-P: „Ministerio de Economía y Competitividad“: Modalität 1), welches an der Universidad de Santiago de Compostela (Spanien) verortet ist. Die AutorInnnen dieses Beitrages sind Mitglieder des Forschungsteams [Unter: <http://combidigilex.wixsite.com/deutsch>; letzter Zugriff: 15. 05. 2018]. Außerdem besteht eine direkte Verbindung zu dem lexikografischen Forschungsnetzwerk RELEX (2016–2018: Xunta de Galicia: ED431DR 2016/06) [Unter: <http://relex.udc.gal/?page_id=34>; letzter Zugriff: 15. 05. 2018].

Today it is necessary for trainee teachers to develop their digital competence in order to be able to meet the educational needs of their future students. Among the many ways of working on this competence is that which is related to the self-construction of digital materials for educational use. In this sense, we present a didactic proposal that aims to promote digital competence in trainee teachers in the Early Childhood Education Degree at the University of Salamanca. Based on research and independent work, students must design a didactic proposal that allows them to teach a series of contents related to geographic space using self-built digital materials as didactic tools. The aim is to test the ability of future teachers to generate useful digital materials, as well as to work on digital competence as a means of improving comprehensive knowledge. Conducting a pretest and posttest has allowed us to quantify the evolution of the learning of the theoretical content to be addressed. In a sample of 52 subjects, all students experienced an increase in their grades following the implementation of this didactic proposal. The students’ average grade of 6 points out of 10 in the second test was higher in comparison with the first. Thus, it can be determined that the didactic proposal offered here yields positive results in terms of learning content related to geographical space.

El desarrollo de la lexicografía electrónica ha propiciado la aparición de una nueva generación de recursos lexicográficos cada vez más adaptados a las necesidades concretas de los usuarios, entre los que destaca el diccionario bilingüe online. En este trabajo, partiendo del caso concreto del alemán como lengua extranjera y desde la propia experiencia docente, reflexionamos sobre la incidencia real del formato online en los hábitos lexicográficos de los usuarios en el contexto de la enseñanza superior. Tras la descripción de las propiedades fundamentales del recurso digital y la exposición de ejemplos concretos, el objetivo final es abrir una discusión entre los profesionales de la enseñanza de lenguas extranjeras y, en concreto, del alemán como lengua extranjera, en torno a la necesidad de incorporar una pedagogía lexicográfica en las aulas universitarias.

The aim of this paper is to promote an explicit and active development of digital-lexicographical competence in foreign language teaching. The results of two online surveys conducted as part of the research project DICONALE-COMBIDIGILEX in connection with the teaching and learning process of German as a foreign language (= DaF) provide a comparative insight into the behaviour and attitude of both teachers and learners of DaF on the topic “Use of lexicographical resources in the process of DaF-acquisition”. The evaluation of the surveys shows, that the digitallexicographical competences in the process of DaF-acquisition must be promoted more intensively, since the existing lexicographic offer is not optimally used for teaching purposes both on the part of the teachers and on the part of the learners. To this end, the following three main lexicographical competences will be examined from a methodological-didactic and application-oriented perspective: (i) Adequate selection of the electronic resource regarding the communicative situation, (ii) development of disambiguation strategies for reception in L2 or translation from L2 and (iii) development of strategies for production and translation into L2. This research will ultimately lead to a debate on the use of the dictionary in the digital environment in the DaF-teaching and discuss its actual influence on the learning process.