Dictionary Use in Foreign Language Writing Exams: Impact and Implications
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.
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1 What is the problem with dictionaries?
2 On dictionaries and writing
3 Does the dictionary really make a difference?
4 How do test takers use dictionaries?
5 When the dictionary becomes a liability
6 What do the test takers think of having a dictionary?
7 Some more test taker perspectives
8 Having a dictionary in writing exams is it useful and is it fair?
9 Maximizing the opportunity and minimizing the liability
Other editions - View all
ability group able advanced participants Adverb allowing dictionaries Applied Linguistics assessment of learning authenticity B. T. S. Atkins Bachman and Palmer bilingual dictionaries Chapter Collins German Dictionary Collins Pocket communicative competence considered construct validity context coursework diction dictionaries in writing dictionary availability dictionary entry dictionary look-ups Edexcel effect errors essay exam examination example factors fair foreign language GCSE Hurman and Tall Idstein impact important intermediate participant interview L2 learners language learning language testing level of ability lexical sophistication look meaning measure monolingual dictionaries monolingual learners noun number of look-ups perceived performance perspectives phrases potential prior experience profiles questionnaire range reliability Second Language Acquisition second study suggest test condition test score evidence test takers test task third study three studies tionary types of dictionary Unitec New Zealand verb vocabulary words writing proficiency writing tests