Correct Hypotheses and Careful Reading Are Essential: Results of an Observational Study on Learners Using Online Language Resources

Müller-Spitzer, Carolin; Curcio, Martina Nied; Vázquez, María José Domínguez; Dias, Idalete; Wolfer, Sascha

doi:10.5788/28-1-1466

Cited by 7 publications

(4 citation statements)

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“…From all the specialisations in dictionary research, the so-called user-perspectives have made a significant contribution to facts about user awareness of the availability and usability of various kinds of dictionaries and other reference works (Müller-Spitzer, Domínguez Vázquez, Nied Curcio, Silva Dias and Wolfer 2018). This allows studies to assess dictionary culture in a particular language community to discover whether users are aware of the value and limitations of the dictionaries they use.…”

Section: Introductionmentioning

confidence: 99%

A Survey of Indonesian Students' Use of Dictionaries

Fallianda

2020

LEXI

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This article aims to define the profile of Indonesian speakers as dictionary users by utilizing a questionnaire-based research. The survey was distributed to university students who were studying English as a foreign language. The students fall into two groups with pre-intermediate and intermediate levels of English proficiency. They were instructed to complete the survey. The question items encourage students to report their consultation frequency of dictionary use, dictionary choices and ratings, and dictionary information needs. The findings confirmed that both pre-intermediate and intermediate students use bilingual dictionaries more often than monolingual dictionaries. The two groups show indifference towards the evaluation of different dictionary types, since learners rate bilingual dictionaries as good as monolingual dictionaries. The collected data offers insights into students' awareness and knowledge of various dictionary types in the Indonesian lexicographic context.

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Section: Introductionmentioning

confidence: 99%

A Survey of Indonesian Students' Use of Dictionaries

Fallianda

2020

LEXI

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“…Metalexicographic skills are often addressed in minimal ways in instructional materials, but mastery of deeper knowledge along with skills and strategies is crucial for effective use of semantic reference resources (Frankenberg-Garcia, 2011;Jin & Deifell, 2013;Müller-Spitzer, Vazquez, Curcio, Silva Dias, & Wolfer, 2018;Ranalli, 2013Ranalli, , 2018. Because this area is generally lacking in pedagogical literature, it is necessary to address these domains of knowledge by creating a chart (Table 1).…”

Section: Metalexicography and Semantic Problem Solvingmentioning

confidence: 99%

From wrong word to right word: Equipping ELLs to make correct semantic choices independently

Everly

Cai

2020

TESOL Journal

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Choosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a word, including potential multiple meanings, register, connotation, collocation, and other usage aspects. However, learners are typically taught only surface-level skills for using a dictionary or thesaurus but not the deeper skills for systematically solving semantic errors. To help instructors effectively plan instruction to teach ELLs these skills, this conceptual article introduces a six-step semantic problemsolving model for both guiding ELLs in solving semantic choice problems and helping teachers plan instruction.Charts of metalexicographical knowledge, skills, and strategies and of various semantic reference resources with their strengths and weaknesses are included along with a demonstration of how this model can guide ELLs in solving a specific semantic problem. The model in its entirety is most suitable for high school or college ELLs with intermediate proficiency and above. Teachers of younger or lower proficiency learners may simplify this model to gradually build the foundation for systematic semantic problem solving. 2 of 16 | EVERLY and CaI | INTRODUCTIONIt's writing conference day. The teacher and the student sit down to look over the student's latest draft. Noticing an error, the teacher points to a sentence that says, "When you are done, bring me the ready document." "There's a word choice mistake in this sentence." Observing good pedagogical practice, the teacher uses a leading question to promote learner autonomy. After all, you can't teach everything in class, and sooner or later students have to be able to figure these things out for themselves. "Can you find it?"The student stares at the sentence. It looks right-just like it did when he chose the ready document to express his idea. "No."The teacher points to the sentence and tries again, giving a little more support. "Here it is. 'Ready document.' What's wrong with it?" "It's wrong? I thought it was right. That's why I used it." One more try. Keep the responsibility on the student. Don't give away too much information. "Well, it's not. How can you fix it?" More confusion on the student's part. "I don't know. What's wrong with it?" The teacher, becoming more conscious of the student's knowledge limitations, replies, "You picked the wrong word here." "What is the right word?" "You should find that out for yourself. Look it up." "I did look it up. I found this word." "Well, it's not right." The teacher repeats. "You cannot use ready before document here." "Why not? What should I use instead?"And so it goes. This sort of thing happens all the time in both English as a second language (ESL) and English as a foreign language (EFL) settings. In fact, the majority of productive language errors have to do ...

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“…A literatura científica constata, pois, a necesidade de contar con recursos que describan a valencia e os padróns argumentais. Porén, estudos recentes sobre o manexo de ferramentas en rede en tarefas de corrección de erros motivados por interferencias lingüísticas (Müller-Spitzer et al 2018; permítennos observar que para resolver cuestións relativas á valencia os estudantes universitarios -cun nivel A2-B1 en alemán como lingua estranxeira-non recorren a dicionarios de valencias 2 , senón a outro tipo de ferramentas en rede 3 . Así, nun 50 % das consultas os estudantes empregan dicionarios, mais á hora de resolver dúbidas sobre o réxime prefiren, tal e como amosa o Gráfico 1, programas de tradución -como Google Translator ou Pons Translator-e, en menor medida, recursos con textos paralelos, como Linguee 4 .…”

Section: Introduciónunclassified

Aplicación de recursos de xeración automática da lingua para estudos comparativos

Vázquez

Hurtado

2021

ELG

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O principal obxectivo deste traballo é presentar unha das posibles aplicacións dos xeradores automáticos da lingua Xera e XeraWord: o seu emprego para a análise multicontrastiva. Estes prototipos plurilingües presentan a argumentación valencial de substantivos en español, francés e alemán —Xera— e en galego e portugués —XeraWord. Dado que son concibidos como novos recursos valenciais lexicográficos, cómpre realizarmos unha breve descrición da metodoloxía e da teoría na que se sustentan, así como unha incursión no emprego dos recursos valenciais. A presentación de XeraWord, o máis recente dos prototipos, conxuga tanto a aproximación no manexo do recurso como os diferentes niveis de análise sintáctico-semántica que o conforman, os cales beben do simulador Xera. Co fin de exemplificar a aplicación comparativa botando man dos datos dos simuladores centrámonos na expresión da dirección no substantivo fuxida e os seus equivalentes en alemán, español e portugués.

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Correct Hypotheses and Careful Reading Are Essential: Results of an Observational Study on Learners Using Online Language Resources

Cited by 7 publications

References 9 publications

A Survey of Indonesian Students' Use of Dictionaries

A Survey of Indonesian Students' Use of Dictionaries

From wrong word to right word: Equipping ELLs to make correct semantic choices independently

Aplicación de recursos de xeración automática da lingua para estudos comparativos

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