Developing and calibrating “Can do” descriptors for dictionary use by EFL learners using the Rasch model

Chapters in this book

1. Frontmatter I
2. Preface V
3. Contents VII
4. Introduction 1
5. Using dictionaries in teaching (and learning) English as a Foreign Language – the beginning of a longitudinal research project 9
6. Glossary use of multilingual student teachers in South Africa 29
7. English and German thesauri for language production: Examining the user-friendliness of two electronic thesauri 47
8. Die Verwendung automatischer Übersetzungsprogramme im Wirtschaftssprachunterricht romanischer Sprachen 79
9. (Re)defining the role of the foreign language learners’ dictionary: Towards a concept for a phraseopragmatic GFL dictionary for French learners 109
10. Developing and calibrating “Can do” descriptors for dictionary use by EFL learners using the Rasch model 135
11. The use of (online) dictionaries at the interface of curricular requirements and practice 171
12. The use of lexicographic online resources by foreign language teachers and the effectiveness of teacher training courses 193
13. Have electronic corpora made dictionaries obsolete? Some encouraging results from an international teaching experiment in the field of French artistic vocabulary 221
14. The “super” instruction in the use of EFL dictionaries 247
15. Integrating frame semantic resources in EFL instruction with a focus on deliberate metaphor 271
16. Index 299