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dc.contributor.authorMüller-Spitzer, Carolin
dc.contributor.authorNied Curcio, Martina
dc.contributor.authorDomínguez Vázquez, María José
dc.contributor.authorDias, Idalete Maria Silva
dc.contributor.authorWolfer, Sascha
dc.date.accessioned2020-05-05T11:14:02Z
dc.date.available2020-05-05T11:14:02Z
dc.date.issued2018
dc.identifier.citationMüller-Spitzer, C., Nied Curcio, M., Domínguez Vázquez, M., Silva Dias, I., & Wolfer, S. (2018). Correct Hypotheses and Careful Reading Are Essential: Results of an Observational Study on Learners Using Online Language Resources. Lexikos, 28(1). doi:https://doi.org/10.5788/28-1-1466
dc.identifier.issn1684-4904
dc.identifier.urihttp://hdl.handle.net/10347/22031
dc.description.abstractIn the past two decades, more and more dictionary usage studies have been published, but most of them deal with questions related to what users appreciate about dictionaries, which dictionaries they use and what type of information they need in specific situations — presupposing that users actually consult lexicographic resources. However, language teachers and lecturers in linguistics often have the impression that students do not use enough high-quality dictionaries in their everyday work. With this in mind, we launched an international cooperation project to collect empirical data to evaluate what it is that students actually do while attempting to solve language problems. To this end, we applied a new methodological setting: screen recording in conjunction with a thinking-aloud task. The collected empirical data offers a broad insight into what users really do while they attempt to solve language-related tasks online.
dc.description.abstractIn die afgelope twee dekades is al hoe meer woordeboekgebruikstudies gepubliseer, maar die meeste van hierdie studies handel oor vraagstukke wat verband hou met wat gebruikers van woordeboeke waardevol vind, watter woordeboeke hulle gebruik en watter tipe inligting hulle in spesifieke situasies benodig — met die voorveronderstelling dat gebruikers inderdaad leksikografiese hulpbronne raadpleeg. Taalonderwysers en dosente in die linguistiek kry dikwels die indruk dat studente nie genoeg hoëkwaliteitwoordeboeke in hul daaglikse werk gebruik nie. Met hierdie siening in gedagte het ons 'n internasionale samewerkingsprojek van stapel gestuur om empiriese data te versamel om sodoende te kan evalueer wat dit is wat studente in werklikheid doen wanneer hulle taalprobleme probeer oplos. Om hierdie doel te bereik het ons gebruik gemaak van 'n nuwe metodologiese omgewing: skermopnames saam met 'n opdrag wat uitgevoer moet word terwyl daar hardop gedink word. Die versamelde empiriese data verskaf 'n breë insig in wat gebruikers werklik doen terwyl hulle poog om taalverwante take aanlyn op te los.
dc.language.isoeng
dc.publisherWoordeboek van die Afrikaanse Taal-WAT
dc.rightsCreative Commons License CC BY 4.0
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectDictionary Use
dc.subjectObservational Study
dc.subjectLanguage Learners
dc.subjectOnline Resources
dc.subjectSearch Strategies
dc.subjectOnline Dictionaries
dc.subjectAutomatic Translators
dc.subjectWoordeboekgebruik
dc.subjectWaarnemingstudie
dc.subjectTaal(Aan)Leerders
dc.subjectAanlyn Hulpbronne
dc.subjectSoekstrategieË
dc.subjectAanlyn Woordeboeke
dc.subjectOutomatiese Vertalers
dc.titleCorrect Hypotheses and Careful Reading Are Essential: Results of an Observational Study on Learners Using Online Language Resources
dc.title.alternativeOpsomming: Akkurate hipoteses en noukeurige lees is noodsaaklik: Resultate van 'n waarnemingstudie uitgevoer op leerders wat aanlyn taalhulpbronne gebruik.
dc.typeinfo:eu-repo/semantics/article
dc.identifier.DOI10.5788/28-1-1466
dc.relation.publisherversionhttps://doi.org/10.5788/28-1-1466
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.e-issn2224-0039
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Filoloxía Inglesa e Alemá
dc.description.peerreviewedSI


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