Moving EFL Students to a Regular Use of the Learner’s Dictionary: carrot or stick approach?

By November 17, 2016,
Page 589-592
Author Véronique Doppagne
Title Moving EFL Students to a Regular Use of the Learner’s Dictionary: carrot or stick approach?
Abstract Learner's dictionaries of English have been a blossoming branch of lexicography for some time now. They are regularly revised and completed, a new one has recently appeared, and they are a never-ending source of critical inspiration for the specialists, most of whom regard them as essential tools for EFL students. And yet, it can be observed that learner's dictionaries are complete strangers to EFL students in the French-speaking part of Belgium. The question is therefore: what can we do to move them to use one? The aim of this paper is to suggest an answer to that question by presenting the guidelines of an experiment I intend to carry out with our second-year students.
Session PART 8 - Dictionary Use
Keywords learner's dictionaries, EFL students, learner's autonomy
BibTex 
@InProceedings{ELX98_2-035,
	   author = {Véronique Doppagne},
	   title = {Moving EFL Students to a Regular Use of the Learner's Dictionary: carrot or stick approach?},
	   pages = {589-592},
	   booktitle = {Proceedings of the 8th EURALEX International Congress},
	   year = {1998},
	   month = {aug},
	   date = {4-8},
	   address = {Liège, Belgium},
	   editor = {Thierry Fontenelle, Philippe Hiligsmann, Archibald Michiels, André Moulin, Siegfried Theissen},
	   publisher = {Euralex},
	   isbn = {2-87233-091-7},
	}
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