图 书 馆
一个明确的综合干预计划，用于培训希腊小学生使用纸质字典的情况An explicit and integrated intervention programme for training paper dictionary use in Greek primary school pupils |
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| 课程网址: | http://videolectures.net/euralex2018_gavriilidou_school_pupils/ |
| 主讲教师: | Zoe Gavriilidou |
| 开课单位: | 色雷斯大学 |
| 开课时间: | 2018-07-27 |
| 课程语种: | 英语 |
| 中文简介: |  词典研究的最新趋势导致了教学词典学的兴起，随后人们的兴趣从词典产品转移到词典的使用和用户的参考技能或策略上。为了应对这一发展，人们已经提出了许多关于用户参考技能（Wingate，2004； Lew＆Callas，2008）或策略（Gqvriilidou，2002； 2012； 2013）的可教性的主张。词典使用培训可以提高特定技能（去词义化，查找等），从而成功地使用词典，增强用户对可以使用不同类型词典的各种实例以及所有不同词典类型的特性的了解，以及增强用户的整体战略词典使用情况。尽管在某些情况下，人们对字典在特定任务（例如阅读，写作或词汇学习）中的使用提出了质疑（Leffa，1992； Aust等，1993； Taylor＆Chan，1994； Koga，1995； Tang，1997； Nesi，1999； Daniel，1999）。 Hill＆Laufer，2003），在相关研究中达成共识，即在语言学习中使用词典可能对学生有利（Tomaszczyk，1979; Scholfield，1982; Summers，1988; Tono，1988; Luppescu＆Day，1993; Knight ，1994； Fraser，1999a；Γαβριηλίδου，2002； Wingate，2002，Nesi＆Hail 2002，Chen，2011）。根据这项研究，修订后的中小学希腊语教学国家课程（Pedagogical Institute 2011）特别重视词典的使用。此外，由于认识到词典使用对阅读理解，写作，词汇学习或口语交往的积极作用，已制定了新的学校词典，并且在希腊的语言教学新教科书中加入了词典使用练习。但是，只有一本教科书，即第二学年的一本教科书，名为《语言世界的旅行》（Gavriilidou，Beze和Sfyroera，2006年），整个单元共十四页（练习册中还有八页），包括一项干预计划，旨在使学生（早期的小学（初中，八岁的孩子））熟悉他们的学校词典约定，并系统地培训他们使用词典。本文的目的是双重的：a）通过展示上述创新干预计划的特点，并讨论其益处，为希望为词典用户提供有关如何成功使用词典的系统培训的教师提供暂定准则。字典使用； b）为希望研究培训计划对字典使用的影响的研究人员提供有效的研究方法。为此，首先，我们重点关注希腊小学和初中希腊语教学的修订课程，并简要介绍一下最近在希腊发行的学校词典。其次，我们评论有关方法论问题和程序特征的文献，更具体地说，是干预持续时间的重要性，合理选择任务以实施词典使用策略的重要性，在使用词典前后评估词典策略使用的重要性。指导，最后实施明确和综合的战略词典使用培训。然后，我们介绍特定干预计划的设计如何响应参考技能的培养，以增强先前文献中发现的词典使用。最后，我们提出了一项研究协议，用于研究干预培训计划对词典使用的影响。这项研究有助于对策略性词典使用的可教学性和具有综合语言技能的词典使用培训的有效形式的讨论。牢记需要更多，更严格的教师主导干预计划来训练词典在全球不同学习环境中的使用，我们展示了明确而综合的干预计划如何在词典使用过程中导致用户习惯的改变。此类程序的评估标准如下：提高词典使用性能，及时维护策略并最终在各种情况下扩大词典使用。 |
| 课程简介: | A recent trend in dictionary research resulted in the birth of pedagogical lexicography and the subsequent shift of interest from the dictionary as a product to the dictionary use and users' reference skills or strategies. In response to this development, many claims have been made about the teachability of users' reference skills (Wingate, 2004; Lew & Callas, 2008) or strategies (Gqvriilidou, 2002; 2012; 2013). Dictionary use training may improve specific skills (lemmatization, look up, etc.) that lead to successful dictionary use, increase users' awareness about the variety of instances that different types of dictionaries could be used and the characteristics of all different dictionary types, and enhance overall strategic dictionary use profile of users. Although there have been cases that dictionary use during specific tasks such as reading, writing or vocabulary learning has been questioned (Leffa, 1992; Aust et al. 1993; Taylor & Chan, 1994; Koga, 1995; Tang, 1997; Nesi 1999; Hill & Laufer, 2003), there is a consensus in relevant research that using dictionaries in language learning can be beneficial for the students (Tomaszczyk, 1979; Scholfield, 1982; Summers, 1988; Tono, 1988; Luppescu & Day, 1993; Knight, 1994; Fraser, 1999a; Γαβριηλίδου, 2002; Wingate, 2002, Nesi & Hail 2002, Chen, 2011). Based on this research, the revised National Curriculum for Greek language teaching in primary and lower secondary schools (Pedagogical Institute 2011) placed particular emphasis on dictionary use. Furthermore, acknowledging the positive effect of dictionary use in reading comprehension, writing, vocabulary learning or oral communication, new school dictionaries have been elaborated, and dictionary use exercises have been included in the new Textbooks for language teaching in Greece. However, only one Textbook, the one for Second Primary entitled Ταξίδι στον κόσμο της γλώσσας ‘A trip in Language’s world’ (Gavriilidou, Beze & Sfyroera 2006) incorporated a whole unit of fourteen pages (plus another eight pages in the exercise book) which includes an intervention programme that aims to familiarize students at an early stage (second Elementary, children aged eight years old) with the conventions of their school dictionary and systematically train them in dictionary use. The purpose of this paper is twofold: a) to offer tentative guidelines for teachers who wish to provide dictionary users with systematic training on how to successfully use a dictionary, by presenting the characteristics of the above mentioned innovative intervention programme, and discussing its benefits to dictionary use, b) provide a valid research methodology to researchers who wish to study the effect of training programmes to dictionary use. To do so, first, we focus on the revised curriculum of Greek Language Teaching in Greek Primary and lower secondary schools and present briefly the school dictionaries released recently in Greece. Second, we comment on literature concerning methodological issues and the characteristics of the programme and more specifically, the significance of the intervention’s duration, the importance of a justified choice of tasks for practicing dictionary use strategies, the measurement of dictionary strategy use before and after the instruction and finally the implementation of explicit and integrated strategic dictionary use training. Then, we present how the design of the specific intervention programme responds to the cultivation of reference skills that enhance dictionary use found in previous literature. Finally, we present a research protocol for studying the effect of an intervention training programme to dictionary use. This study contributes to the discussion about both teachability of strategic dictionary use and the effective forms of dictionary use training with integrative language skills. Bearing in mind the call for additional and more rigorous teacher-led intervention programmes for training dictionary use in different learning contexts around the world, we show how an explicit and integrated intervention programme can result in changes of users' habits during dictionary use. The evaluation criteria of such a programme could be the following: improvement in the dictionary use performance, strategy maintenance upon time and finally expansion of dictionary use in various cases. |
| 关 键 词: | 教学词典学; 用户参考技能; 干预计划 |
| 课程来源: | 视频讲座网 |
| 数据采集: | 2020-11-21：cjy |
| 最后编审: | 2020-11-21：cjy |
| 阅读次数: | 77 |