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  • A case for bilingual learners’ dictionaries./
Tác giả CN Lew, Robert.
Nhan đề A case for bilingual learners’ dictionaries./Robert Lew and Arleta Adamska-Sałaciak
Thông tin xuất bản 2015
Mô tả vật lý p. 47-57.
Tùng thư Oxford University Press.
Tóm tắt This article makes a case for bilingual learners’ dictionaries. These dictionaries are very different from traditional bilingual dictionaries, being attuned to the productive needs of learners who are speakers of a specific L1. Although they have been around for some time now, teachers of English remain largely unaware of their benefits (or, possibly, their existence), continuing to promote the one-size-fits-all monolingual English learners’ dictionaries (MELDs) as the best choice for their students. As practising lexicographers, we cannot fail to appreciate the excellence of the leading MELDs, but, as we try to show, there are important respects in which even the best monolingual dictionary cannot assist a foreign language learner. We also explain why bilingualized dictionaries (adaptations of MELDs) are not a viable alternative to custom-designed bilingual learners’ dictionaries when it comes to helping students speak or write in English. Our arguments are illustrated by sample entries taken from dictionaries for speakers of Japanese, Polish, and Portuguese learning English; some more examples of bilingual learners’ dictionaries for speakers of different languages are given in the Appendix.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Tiếng Anh.
Thuật ngữ không kiểm soát Giảng dạy.
Thuật ngữ không kiểm soát Bilingual dictionaries
Thuật ngữ không kiểm soát ELT conferences.
Thuật ngữ không kiểm soát Monolingual English learners’ dictionaries
Tác giả(bs) CN Adamska-Sałaciak, Arleta
Nguồn trích ELT journal.- 2015, Vol. 69, No. 1.
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022|a09510893
039|a20200714112610|bhuongnt|y20150821144914|zngant
0410 |aeng
044|aenk
1001 |aLew, Robert.
24512|aA case for bilingual learners’ dictionaries./|cRobert Lew and Arleta Adamska-Sałaciak
260|c2015
300|ap. 47-57.
3620 |aVol. 69, No. 1 (Jan. 2015)
490|aOxford University Press.
520|aThis article makes a case for bilingual learners’ dictionaries. These dictionaries are very different from traditional bilingual dictionaries, being attuned to the productive needs of learners who are speakers of a specific L1. Although they have been around for some time now, teachers of English remain largely unaware of their benefits (or, possibly, their existence), continuing to promote the one-size-fits-all monolingual English learners’ dictionaries (MELDs) as the best choice for their students. As practising lexicographers, we cannot fail to appreciate the excellence of the leading MELDs, but, as we try to show, there are important respects in which even the best monolingual dictionary cannot assist a foreign language learner. We also explain why bilingualized dictionaries (adaptations of MELDs) are not a viable alternative to custom-designed bilingual learners’ dictionaries when it comes to helping students speak or write in English. Our arguments are illustrated by sample entries taken from dictionaries for speakers of Japanese, Polish, and Portuguese learning English; some more examples of bilingual learners’ dictionaries for speakers of different languages are given in the Appendix.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aTiếng Anh.
6530 |aGiảng dạy.
6530 |aBilingual dictionaries
6530 |aELT conferences.
6530 |aMonolingual English learners’ dictionaries
7001 |aAdamska-Sałaciak, Arleta
773|tELT journal.|g2015, Vol. 69, No. 1.
890|a0|b0|c0|d0

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