The effect of an explicit and integrated dictionary awareness intervention program on dictionary use strategies
There is a growing interest in pedagogical lexicography, and more specifically in the study of dictionary users’ abilities and strategies (Prichard 2008; Gavriilidou 2010, 2011; Gavriilidou/Mavrommatidou/Markos 2020; Gavriilidou/Konstantinidou 2021;...
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There is a growing interest in pedagogical lexicography, and more specifically in the study of dictionary users’ abilities and strategies (Prichard 2008; Gavriilidou 2010, 2011; Gavriilidou/Mavrommatidou/Markos 2020; Gavriilidou/Konstantinidou 2021; Chatjipapa et al. 2020). Τhe purpose of this presentation is to investigate dictionary use strategy and the effect of an explicit and integrated dictionary awareness intervention program on upper elementary pupils’ dictionary use strategies according to gender and type of school. A total of 150 students from mainstream and intercultural schools, aged 10–12 years old, participated in the study. Data were collected before and after the intervention through the Strategy Inventory for Dictionary Use (SIDU) (Gavriilidou 2013). The results showed a significant effect of the intervention program on Dictionary Use Strategies employed by the experimental group and support the claim that increased dictionary use can be the outcome of explicit strategy instruction. In addition, the effective application of the program suggests that a direct and clear presentation of DUS is likely to be more successful than an implicit presentation. The present study contributes to the discussion concerning both the ‘teachability’ of dictionary use strategies and skills and the effective forms of intervention programs raising dictionary use awareness and culture.
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Sprachliche Komplexität im Unterricht: Eine computerlinguistische Analyse der gesprochenen Sprache von Lehrenden und Lernenden im naturwissenschaftlichen Unterricht in der Primar- und Sekundarstufe
We investigate the linguistic complexity of oral classroom interactions in late primary and early secondary school across German school types. The goal is to explore whether teachers and students align in terms of their use of the academic language...
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We investigate the linguistic complexity of oral classroom interactions in late primary and early secondary school across German school types. The goal is to explore whether teachers and students align in terms of their use of the academic language register. We empirically base this investigation on transcriptions of teacher and student contributions during content matter lessons on the vaporisation and condensation of water. Across school types and grade levels, we compare the extent to which teachers offer language that is adaptively rich in linguistic constructs commonly associated with academic language, such as deagentivation, nominal style, and cohesive devices. Putting this in relation to the developing academic language competence of the students, we then compare the language offered by the teachers to the use of these academic language constructs in the students’ spoken language contributions. We discuss the methodological challenges arising from analyzing oral classroom interactions and from applying automatic linguistic complexity analyses to such data.
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