{"title":"双语学习者词典的感知影响","authors":"Megan Hall, Phillip Louw","doi":"10.1093/ijl/ecac002","DOIUrl":null,"url":null,"abstract":"This paper reports on research into teachers' perceptions of the impact of using a bilingual learner's dictionary. The research, a perceptions of impact study conducted in South Africa from March 2016 to February 2019, investigates the perceptions of teachers on the impact of the dictionary on themselves as teachers, and their perceptions of the dictionary's impact on their pupils. The findings show that teachers perceived dictionary use to have positive impacts on both the language production and language reception skills of pupils in their L2, in line with other studies. However, they also show unexpected teacher perceptions of impacts on content subjects, L1, teaching itself, and attitudes and behaviours (here called the socio-emotional), especially with regard to learning or teaching. The paper situates this research in the literature on dictionary use for production and reception in language learning, and of impact evaluation, as well as highlighting relevant aspects of the South African education system, particularly the use of English as a language of learning and teaching from an early stage. The dictionary in this study was the Oxford Bilingual School Dictionary: isiXhosa and English (De Schryver and Reynolds 2014).","PeriodicalId":45657,"journal":{"name":"International Journal of Lexicography","volume":"40 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Perceived Impacts of a Bilingual Learner's Dictionary\",\"authors\":\"Megan Hall, Phillip Louw\",\"doi\":\"10.1093/ijl/ecac002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper reports on research into teachers' perceptions of the impact of using a bilingual learner's dictionary. The research, a perceptions of impact study conducted in South Africa from March 2016 to February 2019, investigates the perceptions of teachers on the impact of the dictionary on themselves as teachers, and their perceptions of the dictionary's impact on their pupils. The findings show that teachers perceived dictionary use to have positive impacts on both the language production and language reception skills of pupils in their L2, in line with other studies. However, they also show unexpected teacher perceptions of impacts on content subjects, L1, teaching itself, and attitudes and behaviours (here called the socio-emotional), especially with regard to learning or teaching. The paper situates this research in the literature on dictionary use for production and reception in language learning, and of impact evaluation, as well as highlighting relevant aspects of the South African education system, particularly the use of English as a language of learning and teaching from an early stage. The dictionary in this study was the Oxford Bilingual School Dictionary: isiXhosa and English (De Schryver and Reynolds 2014).\",\"PeriodicalId\":45657,\"journal\":{\"name\":\"International Journal of Lexicography\",\"volume\":\"40 1\",\"pages\":\"\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2022-02-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Lexicography\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1093/ijl/ecac002\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Lexicography","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/ijl/ecac002","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
摘要
本文报告了一项关于教师对使用双语学习者词典的影响的看法的研究。这项研究是2016年3月至2019年2月在南非进行的一项影响感知研究,调查了教师对词典对自己作为教师的影响的看法,以及他们对词典对学生影响的看法。研究结果表明,教师认为词典的使用对学生在二语学习中的语言产生和语言接受能力都有积极的影响,这与其他研究一致。然而,它们也显示出意想不到的教师对内容科目、第一语言、教学本身以及态度和行为(这里称为社会情感)的影响的看法,特别是在学习或教学方面。本文将这项研究置于语言学习中使用词典进行生产和接收以及影响评估的文献中,并强调了南非教育系统的相关方面,特别是从早期阶段开始使用英语作为学习和教学语言。本研究使用的词典是《牛津双语学校词典:isiXhosa and English》(De Schryver and Reynolds 2014)。
The Perceived Impacts of a Bilingual Learner's Dictionary
This paper reports on research into teachers' perceptions of the impact of using a bilingual learner's dictionary. The research, a perceptions of impact study conducted in South Africa from March 2016 to February 2019, investigates the perceptions of teachers on the impact of the dictionary on themselves as teachers, and their perceptions of the dictionary's impact on their pupils. The findings show that teachers perceived dictionary use to have positive impacts on both the language production and language reception skills of pupils in their L2, in line with other studies. However, they also show unexpected teacher perceptions of impacts on content subjects, L1, teaching itself, and attitudes and behaviours (here called the socio-emotional), especially with regard to learning or teaching. The paper situates this research in the literature on dictionary use for production and reception in language learning, and of impact evaluation, as well as highlighting relevant aspects of the South African education system, particularly the use of English as a language of learning and teaching from an early stage. The dictionary in this study was the Oxford Bilingual School Dictionary: isiXhosa and English (De Schryver and Reynolds 2014).
期刊介绍:
The International Journal of Lexicography was launched in 1988. Interdisciplinary as well as international, it is concerned with all aspects of lexicography, including issues of design, compilation and use, and with dictionaries of all languages, though the chief focus is on dictionaries of the major European languages - monolingual and bilingual, synchronic and diachronic, pedagogical and encyclopedic. The Journal recognizes the vital role of lexicographical theory and research, and of developments in related fields such as computational linguistics, and welcomes contributions in these areas.