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The Visual Elements of Computer-based Language Assessment: Aspects and Effects
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
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| 2 |
Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 63-68 (2015) (2015)
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| 3 |
Potential of Voice Recording Tools in Language Instruction
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 128-141 (2015) (2015)
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| 4 |
Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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| 5 |
Impact of Dictionary Use Skills Instruction on Second Language Writing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 104-132 (2015) (2015)
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Abstract:
The dictionary is one of the common learning tools for second and foreign language learners. Various types of dictionaries are used to help learners work on their language development. A bilingual dictionary is often the first dictionary that a foreign language learner encounters. A study conducted on dictionary usage in seven European countries, including over 1,100 learners of English (Atkins & Knowles, 1990), showed that the majority of the language learners (75%) who identified themselves as dictionary users utilized bilingual dictionaries. Another choice for second/foreign language learners is a monolingual dictionary. Several studies (e.g., Atkins & Varantola, 1997; Baxter, 1980) reported that a monolingual dictionary was found to be effective in helping learners find relevant information. Recently gaining popularity among language learners and teachers is the bilingualized dictionary which has features of the learners’ monolingual dictionary and a translation of each entry. A study which investigated the effectiveness of bilingualized dictionaries showed that they were the most effective of the three types (Laufer & Hadar, 1997).
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Keyword:
Applied linguistics; Dictionaries; Education; English language; Foreign speakers; Language acquisition; Language and languages; Methodology; P118-118.7; PE1-3729; Polyglot; Second language acquisition; SLA; Study of language; Teaching language
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URL: https://doaj.org/article/83c23956753a43009236ef1eca4803cf
https://doi.org/10.7916/D8JW8SH7
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| 6 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp i-ii (2015) (2015)
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| 7 |
How Useful are Recasts?: Factors Influencing Their Success and Problems in Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 81-103 (2015) (2015)
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| 8 |
Multilingual Competence
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 55-56 (2015) (2015)
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| 9 |
Commentaries on Computer-based Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp i-i (2015) (2015)
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| 10 |
Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 48-49 (2015) (2015)
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| 11 |
Future Directions in Pragmatics Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015)
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| 12 |
Learning-Oriented Assessment: The Contextual Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 41-43 (2015) (2015)
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| 13 |
Conceptual Dynamics in Multilingual Competence
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 60-62 (2015) (2015)
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| 14 |
Learning-Oriented Assessment: The Proficiency Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 44-46 (2015) (2015)
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| 15 |
Scaffolding: Defining the Metaphor
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 1-16 (2015) (2015)
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